The Truth Behind Truancy: Student Rationales for Cutting Class.

摘要: In a survey on attitudes toward skipping class given to 75 undergraduates at prominent state university in the Midwest, 84% of 38 respondents answered that they have been or may be inclined skip because reasons associated with "health": are tired just not feeling well. All women (n=20) chose this option, while only 67% men did. Beyond gender lines, college year also influenced answers: While 50% juniors and seniors "weather" as reason class, 20% first-year students sophomores did so. These results suggest instructors should consider college-year compositions their classes determine attendance policies decide whether offer incentives (e.g., credit, bonus points, pop quizzes) attempts reduce truancy. Introduction Numerous studies confirmed intuitive relationship between grades classroom setting: As absences increase, generally decrease. (Some recent include Clump, Bauer, & Whiteleather, 2003; Friedman, Rodriguez, McComb, 2001; Gump, press; Gunn, 1993; Launius, 1997; Romer, Rose, Hall, Bolen, Webster, 1996; Van Blerkom, 1992; Wyatt, 1992.) most concluded academic success is function many more factors than alone, strong correlation remains. (For simplicity, article follows definition put forth seminal by May, 1923, who defined "academic success" high grades.) Instructors want succeed academically; thus believe worthwhile attend. Some (see, for example, McComb; Launius) even take student personally. Thus, according truancy negatively affects educational effectiveness but faculty morale. truancy, verbally comment importance attendance, print statements such effect syllabi, positive reinforcements points unannounced extra credit quizzes (as Thorne, 2000; Wilder, Flood, Stromsnes, 2001). Yet do will continue miss frequently endogenous reasons-reasons well within control. A product exploratory "Classroom Research" described Cross Steadman (1996), small study investigates rationales along lines larger surveys Beaulieu (1984); McComb (2001); Galichon Friedman (1985); Wyatt (1992). The both affect which admit class. But why findings important? suggests, aware about classes, able tailor courses-depending demographics enrolled-so minimize absences. For if desire learn likely out boredom, try make interesting appealing (Gump, 2004). when cannot directly controlled instructors, choose wish rewards contingent intent (Beaulieu; Beaulieu, Sheffler, 1985; Subjects, Setting, Procedure subjects (N=75, 51% male) were three sections general education course (Introduction Japanese Culture) main campus major research Midwest. students, came from all four years (first-year, sophomore, junior, senior) colleges university, enrolled weekly discussion Mondays under same instructor. …