Attendance Without Presence: Measuring Cognitive Class Avoidance Among Students

While the term “school absenteeism” refers to a student’s withdrawal from the reach of classroom instruction, we explicitly opt for the term “class avoidance.” Existing studies on this phenomenon have primarily dealt with unauthorized physical absence from class. However, in our contribution, we ex...

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Autores principales:	Arvid Nagel, Horst Biedermann
Formato:	article
Lenguaje:	EN
Publicado:	Debrecen University Press 2021
Materias:	cognitive class avoidance school absenteeism scale description g-factor model Education L
Acceso en línea:	https://doaj.org/article/12796791b3b54614a9e42c95a4a33321
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id	oai:doaj.org-article:12796791b3b54614a9e42c95a4a33321
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spelling	oai:doaj.org-article:12796791b3b54614a9e42c95a4a333212021-11-29T17:56:45ZAttendance Without Presence: Measuring Cognitive Class Avoidance Among Students10.37441/cejer/2021/3/3/97862677-0326https://doaj.org/article/12796791b3b54614a9e42c95a4a333212021-11-01T00:00:00Zhttps://ojs.lib.unideb.hu/CEJER/article/view/9786https://doaj.org/toc/2677-0326 While the term “school absenteeism” refers to a student’s withdrawal from the reach of classroom instruction, we explicitly opt for the term “class avoidance.” Existing studies on this phenomenon have primarily dealt with unauthorized physical absence from class. However, in our contribution, we extend the scope to cognitive absence. The behavior of students who are physically present but cognitively disengaged has largely been neglected in educational research thus far. This deficit stands in contrast to the widely accepted importance of cognitive activation in the classroom. The core of our contribution consists in the presentation and the construct validation of a newly developed scale for measuring cognitive class avoidance (inattention in class). We evaluated this measurement instrument in a cross-sectional study with a sample of 171 seventh- to ninth-grade students (M = 14.3 years, SD = .94). Our data confirmed a theoretically founded g-factor model. The results of the analysis point to a limited prevalence of cognitive class avoidance. Such forms of behavior were significantly more frequently reported by boys than by girls, however. Arvid NagelHorst BiedermannDebrecen University Pressarticlecognitive class avoidanceschool absenteeismscale descriptiong-factor modelEducationLENCentral European Journal of Educational Research, Vol 3, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	cognitive class avoidance school absenteeism scale description g-factor model Education L
spellingShingle	cognitive class avoidance school absenteeism scale description g-factor model Education L Arvid Nagel Horst Biedermann Attendance Without Presence: Measuring Cognitive Class Avoidance Among Students
description	While the term “school absenteeism” refers to a student’s withdrawal from the reach of classroom instruction, we explicitly opt for the term “class avoidance.” Existing studies on this phenomenon have primarily dealt with unauthorized physical absence from class. However, in our contribution, we extend the scope to cognitive absence. The behavior of students who are physically present but cognitively disengaged has largely been neglected in educational research thus far. This deficit stands in contrast to the widely accepted importance of cognitive activation in the classroom. The core of our contribution consists in the presentation and the construct validation of a newly developed scale for measuring cognitive class avoidance (inattention in class). We evaluated this measurement instrument in a cross-sectional study with a sample of 171 seventh- to ninth-grade students (M = 14.3 years, SD = .94). Our data confirmed a theoretically founded g-factor model. The results of the analysis point to a limited prevalence of cognitive class avoidance. Such forms of behavior were significantly more frequently reported by boys than by girls, however.
format	article
author	Arvid Nagel Horst Biedermann
author_facet	Arvid Nagel Horst Biedermann
author_sort	Arvid Nagel
title	Attendance Without Presence: Measuring Cognitive Class Avoidance Among Students
title_short	Attendance Without Presence: Measuring Cognitive Class Avoidance Among Students
title_full	Attendance Without Presence: Measuring Cognitive Class Avoidance Among Students
title_fullStr	Attendance Without Presence: Measuring Cognitive Class Avoidance Among Students
title_full_unstemmed	Attendance Without Presence: Measuring Cognitive Class Avoidance Among Students
title_sort	attendance without presence: measuring cognitive class avoidance among students
publisher	Debrecen University Press
publishDate	2021
url	https://doaj.org/article/12796791b3b54614a9e42c95a4a33321
work_keys_str_mv	AT arvidnagel attendancewithoutpresencemeasuringcognitiveclassavoidanceamongstudents AT horstbiedermann attendancewithoutpresencemeasuringcognitiveclassavoidanceamongstudents
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Attendance Without Presence: Measuring Cognitive Class Avoidance Among Students

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