ERIC Number: EJ1046401
Record Type: Journal
Publication Date: 2014-Nov
Abstractor: As Provided
Reference Count: 47
Conceptualizing, Measuring, and Analyzing the Characteristics of Academically Disengaged Students: Results from UCUES 2010
Brint, Steven; Cantwell, Alison M.
Journal of College Student Development, v55 n8 p808-823 Nov 2014
We theorize 5 dimensions of academic disengagement based on students' values, motivations, study behaviors, academic interactions, and competing involvements. Using 2010 survey data from the University of California, we find support for this conceptualization. The size of disengaged populations varied between 5% and 25%, depending on the measure used. On most measures, male students, upper-division students, students with low college GPAs, and students in the humanities and social sciences were significantly more likely, net of covariates, to be among academically disengaged populations. Students with high SAT scores were also more likely to be among academically disengaged populations.
Descriptors: Student Surveys, Undergraduate Students, Measures (Individuals), Student Characteristics, Learner Engagement, Student Attitudes, Alienation, Gender Differences, Values, Student Motivation, Interpersonal Relationship, Study Habits, Majors (Students), Scores, College Entrance Examinations, Time Management, Factor Analysis, Predictor Variables, Regression (Statistics)
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: email@example.com; Web site: http://www.press.jhu.edu/journals/subscribe.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Assessments and Surveys: SAT (College Admission Test)