Conceptualizing, Measuring, and Analyzing the Characteristics of Academically Disengaged Students: Results From UCUES 2010

被引：17

作者：

Brint, Steven ^{[1
]}

Cantwell, Allison M. ^{[2
]}

机构：

[1] Univ Calif Riverside, Riverside, CA 92521 USA

[2] Univ Calif, Off President, La Jolla, CA USA

来源：

JOURNAL OF COLLEGE STUDENT DEVELOPMENT | 2014年 / 55卷 / 08期

关键词：

ATTAINMENT;

D O I：

10.1353/csd.2014.0080

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：808 / 823

页数：16