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ERIC Number: ED240474
Record Type: RIE
Publication Date: 1983-Apr-30
Pages: 9
Abstractor: N/A
Reference Count: 0
Relationship between Classroom Absenteeism and Stress Risk/Buffer Factors, Depressogenic Attributional Style, Depression and Classroom Academic Performance.
Slem, Charles M.
The relationship between classroom absenteeism and academic performance has been well documented. To assess the relationship between absenteeism and traditional stress risk/buffer factors, depressogenic attributional style, depression and academic performance, 68 students completed the Internal-External Control Scale, two versions of life event changes scales, a student version of the Jenkins Type A Behavior Scale, the Beck Depression Inventory, and an attributional questionnaire. Absenteeism was assessed by the number of times a student was not present to turn in assignments or tests. Academic performance was determined by mid-term and final examination scores. The previously reported negative relationship between classroom absenteeism and academic performance was confirmed, although none of the stress or depressogenic factors were significantly related to absenteeism. The findings suggest that absenteeism as a reflection of stress-related issues poses problems and solutions very different from those present when absence behavior is part of a rational coping strategy or due to low interest. (JAC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Western Psychological Association (63rd, San Francisco, CA, April 6-10, 1983).