Individual differences and course attendance: why do students skip class?

References

• Abramson, L., Seligman, M., & Teasdale, J. (1978). Learned helplessness in humans: Critique and reformulation. Journal of Abnormal Psychology, 87, 49–74. doi:10.1037/0021-843X.87.1.49
   PubMed Web of Science ®Google Scholar
• APA. (2015). Top 20 principles from psychology: For PreK-12 teaching and learning. Retrieved from http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
   Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. doi:10.1016/0146-6402(78)90002-4
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. New York, NY: Pearson.
   Google Scholar
• Bandura, A. (1997). Self-Efficacy: The exercise of control. New York, NY: Freeman.
   Google Scholar
• Bati, A. H., Mandiracioglu, A., Orgun, F., & Govsa, F. (2013). Why do students miss lectures? A study of lecture attendance amongst students of health science. YNEDT, 33, 596–601. doi:10.1016/j.nedt.2012.07.010
   PubMed Web of Science ®Google Scholar
• Blackwell, L., Trzesniewski, K., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263. doi:10.1111/j.1467-8624.2007.00995.x
   PubMed Web of Science ®Google Scholar
• Bovee, H. N., & Fryer, L. K. (2011). オンラインCALLシステムに関する開発経過報告 [Online CALL system development]. 九州産業大学 COMMON, 31.
   Google Scholar
• Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43, 485–499. doi:10.1002/tea.20131
   Web of Science ®Google Scholar
• Browne, M., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21, 230–258. doi:10.1177/0049124192021002005
   Web of Science ®Google Scholar
• Chen, J., & Lin, T. F. (2008). Class attendance and exam performance: A randomized experiment. The Journal of Economic Education, 39, 213–227. doi:10.3200/JECE.39.3.213-227
   Web of Science ®Google Scholar
• Clair, K. L. S. (1999). A case against compulsory class attendance policies in higher education. Innovative Higher Education, 23, 171–180.10.1023/A:1022942400812
   Google Scholar
• Credé, M., Roch, S. G., & Kieszczynka, U. M. (2010). Class attendance in college: A meta-analytic review of the relationship of class attendance with grades and student characteristics. Review of Educational Research, 80, 272–295. doi:10.3102/0034654310362998
   Web of Science ®Google Scholar
• Deci, E. L. (1975). Intrinsic motivation. New York: Plenum Press.
   Google Scholar
• Deci, E. L., & Ryan, R. M.(1985). Intrinsic Motivation and self-determination in human behavior. New York, NY: Plenum.
   Google Scholar
• Devadoss, S., & Foltz, J. (2009). Evaluation of factors influencing student class attendance and performance. American Journal of Agricultural Economics, 78, 499–507 . Permanent link: http://www.jstor.org/stable/1243268
   Web of Science ®Google Scholar
• Devellis, R. F. (2012). Scale development: Theory and application (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Dweck, C. S., & Leggett, E. L. (1988). A social cognitive approach to motivation and personaltiy. Psychological Review, 95, 256–273. doi:10.1037/0033-295X.95.2.256
   Web of Science ®Google Scholar
• Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75–146). San Francisco, CA: Freeman.
   Google Scholar
• Enders, C. K. (2010). Applied missing data analysis. New York, NY: Guilford Press.
   Google Scholar
• Fay, R. E., Aguirre, R. V., & Gash, P. W. (2013). Absenteeism and language learning: Does missing class matter? Journal of Language Teaching and Research, 4, 1–7. doi:10.4304/jltr.4.6.1184-1190
   Google Scholar
• Fryer, L. K. (2013). Motivated study and learning strategies: Cross-sectional and longitudinal investigations ( PhD educational psychology). Sydney: Sydney University.
   Google Scholar
• Fryer, L. K. (2015). Predicting self-concept, interest and achievement for first-year students: The seeds of lifelong learning. Learning and Individual Differences, 38, 1–9. doi:10.1016/j.lindif.2015.01.007
   Web of Science ®Google Scholar
• Fryer, L. K., & Bovee, H. N. (2016). Supporting students’ motivation for e- learning: Teachers matter on and offline. Internet and Higher Education. doi:10.1016/j.iheduc.2016.03.003
   PubMed Web of Science ®Google Scholar
• Fryer, L. K., Anderson, C. J., Stewart, J., Bovee, H. N., & Gibson, A. (2010). Coordinating a vocabulary curriculum: Exploration, pilot, trial and future directions. Paper presented at the The Japan Association for Language Teaching National Conference, Nagoya, Japan.
   Google Scholar
• Fryer, L. K., Ozono, S., Carter, P., Nakao, K., & Anderson, C. J. (2013). Instrumental reasons for studying in compulsory English courses: I didn’t come to university to study English so why should I? Innovation in Language Learning and Teaching, 00(00), 1–18. doi:10.1080/17501229.2013.835314
   Google Scholar
• Fryer, L. K., Ginns, P., & Walker, R. (2014). Between students’ instrumental goals and how they learn: Goal content is the gap to mind. British Journal of Educational Psychology, 84(4), 612–630. doi:10.1111/bjep.12052
   PubMed Web of Science ®Google Scholar
• Fryer, L. K., Bovee, H. N., & Nakao, K. (2014). E-learning: Reasons students in language learning courses don’t want to. Computers & Education, 74, 26–36. doi:10.1016/j.compedu.2014.01.008
   Web of Science ®Google Scholar
• Fryer, L. K., Ainley, M., & Thompson, A. (2016). Modelling the links between students’ interest in a domain, the tasks they experience and their interest in a course: Isn’t interest what university is all about? Learning and Individual Differences, 50, 157–165. doi:10.1016/j.lindif.2016.08.011
   Web of Science ®Google Scholar
• Fryer, L. K., Ginns, P., & Walker, R. W. (2016). Reciprocal modelling of Japanese university students’ regulation strategies and motivational deficits for studying. Learning and Individual Differences, 51, 220–228. doi:10.1016/j.lindif.2016.08.032
   Web of Science ®Google Scholar
• Green-Demers, I., Legault, L., Pelletier, D., & Pelletier, L. (2008). Factorial invariance of the Academic Amotivation Inventory (AAI) across gender and grade in a sample of Canadian high school students. Educational and Psychological Measurement, 68, 862–880. doi:10.1177/0013164407313368
   Web of Science ®Google Scholar
• Hyde, R. M., & Flournoy, D. (1986). A case against mandatory lecture attendance. Journal of Medical Education., 61, 175–176. Retrieved from http://journals.lww.com/academicmedicine/Fulltext/1986/03000/A_case_against_mandatory_lecture_attendance_.5.aspx
   PubMedGoogle Scholar
• Ichihara, M., & Arai, K. (2004). The development of academic perceived competence and intrinsic interest: A cross-sectional study in Grade 4 through 9 students. Tsukuba Psychological Research, 27, 43–50.
   Google Scholar
• Jung, J. Y. (2013). Amotivation and indecision in the decision-making processes associated with university entry. Research in Higher Education, 54, 115–136. doi:10.1007/s11162-012-9267-2
   Web of Science ®Google Scholar
• Keith, T. Z. (2015). Multiple regression and beyond: An introduction to multiple regression and structural equation modelling (2nd ed.). New York, NY: Routledge.
   Google Scholar
• Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98, 567–582. doi:10.1037/0022-0663.98.3.567
   Web of Science ®Google Scholar
• Lotkowski, V. A., Robbins, S. B., & Noeth, R. J. (2004). The role of academic and non-academic factors in improving college retention. Iowa City, IA: ACT policy report.
   Google Scholar
• Marburger, D. R. (2006). Does mandatory attendance improve student performance? Journal of Economic Education, 37, 145–158. doi:10.3200/JECE.37.2.148-155
   Web of Science ®Google Scholar
• Marsh, H. W., & Shavelson, R. J. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20, 107–123. doi:10.1207/s15326985ep2003_1
   Web of Science ®Google Scholar
• Marsh, H. W., & Yeung, A. S. (1997). Coursework selection: Relations to academic self-concept and achievement. American Educational Research Journal, 34, 691–720. doi:10.3102/00028312034004691
   Web of Science ®Google Scholar
• Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-it indexes in confirmatory factor-analysis: The effect of sample-size. Psychological Bulletin, 103, 391–410. doi:10.1037//0033-2909.103.3.391
   Web of Science ®Google Scholar
• Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 397–416. doi:10.1111/j.1467-8624.2005.00853.x
   PubMed Web of Science ®Google Scholar
• Murayama, K., & Elliot, A. J. (2009). The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. Journal of Educational Psychology, 101, 432–447. doi:10.1037/a0014221
   Web of Science ®Google Scholar
• Muthén, L. K., & Muthén, B. O. (1998–2013). Mplus user’s guide (6th ed.). Los Angeles, CA: Muthén & Muthén.
   Google Scholar
• Newman-Ford, L. E., Fitzgibbon, K., Lloyd, S., & Thomas, S. L. (2008). A large-scale investigation into the relationship between attendance and attainment: A study using an innovative, electronic attendance monitoring system. Studies in Higher Education, 33, 699–717. doi:10.1080/03075070802457066
   Web of Science ®Google Scholar
• Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children’s behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65, 781–791.10.1037/0022-3514.65.4.781
   PubMed Web of Science ®Google Scholar
• Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 26, 784–793. doi:10.1177/0956797615571017
   PubMed Web of Science ®Google Scholar
• Pelletier, L., Dion, S., Tuson, K., & Green-Demers, I. (1999). Why do people fail to adopt environemental behaviors-toward a taxonomy of environmental amotivation. Journal of Applied Social Psychology, 29, 1–16. doi:10.1111/j.1559-1816.1999.tb00122.x
   Web of Science ®Google Scholar
• Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99, 734–746. doi:10.1037/0022-0663.99.4.734
   Web of Science ®Google Scholar
• Romer, D. (1993). Do students go to class? Should they? The Journal of Economic Perspectives, 7, 167–174. Retrieved from http://www.jstor.org/stable/213844910.1257/jep.7.3.167
   Web of Science ®Google Scholar
• Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63(3), 397–427. doi:10.1111/j.1467-6494.1995.tb00501.x
   PubMed Web of Science ®Google Scholar
• Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. doi:10.1006/ceps.1999.1020
   PubMed Web of Science ®Google Scholar
• Ryan, S. (2009). Ambivalence and commitment, liberation and challenge: Investigating the attitudes of young Japanese people towards the learning of English. Journal of Multilingual and Multicultural Development, 30, 405–420. doi:10.1080/01434630902928447
   Web of Science ®Google Scholar
• Seligman, M. E. P. (1975). Helplessness: On depression, development, and death. New York, NY: W H Freeman/Times Books/ Henry Holt & Co.
   Google Scholar
• Sherer, M., Maddux, J. E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R. W. (1982). The self-efficacy scale: Construction and validation. Psychological Reports, 51(2), 663–671. doi:10.2466/pr0.1982.51.2.663
   Web of Science ®Google Scholar
• Skinner, E. A. (1991). Development and perceived control – A dynamic-model of action in context. Minnesota Symposia on Child Psychology, 23, 167–216. Retrieved from <Go to ISI>://A1991EU54600005
   Web of Science ®Google Scholar
• Skinner, E. A. (1995). Perceived control, motivation, & coping, Vol. 8. New York, NY: Sage.
   Google Scholar
• Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I’ve got it: A process model of perceived control and children’s engagement and achievement in school. Journal of Educational Psychology, 82, 22–32. doi:10.1037//0022-0663.82.1.22
   Web of Science ®Google Scholar
• Stewart, J., Gibson, A., & Fryer, L. K. (2012). Examining the reliability of a TOEIC Bridge practice test under 1 and 3 parameter item response models. Shiken Research Bulletin, 16, 57–71.
   Google Scholar
• Stewart, J., Fryer, L. K., & Gibson, A. (2013). Assessing the dimensionality of three hypothesized sub-skills of vocabulary proficiency. Japanese Journal of College English Teachers Journal., 56, 57–71 . Permanent Online Location: http://ci.nii.ac.jp/vol_issue/nels/AA12208671/ISS0000489109_en.html
   Google Scholar
• TOEIC worldwide report. (2015). Retrieved from https://www.ets.org/s/toeic/pdf/ww_data_report_unlweb.pdf
   Google Scholar
• Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A predictor of behavior – a prospective study. Journal of Personality, 60, 599–620.10.1111/jopy.1992.60.issue-3
   Web of Science ®Google Scholar
• Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic and amotivation in education. Educational and Psychological Measurement, 52, 10031017. doi:10.1177/0013164492052004025
   Web of Science ®Google Scholar
• Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the academic motivation scale. Educational and Psychological Measurement, 53, 159–172. doi:10.1177/0013164493053001018
   Web of Science ®Google Scholar
• Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161–1176. doi:10.1037//0022-3514.72.5.1161
   PubMed Web of Science ®Google Scholar