Classrooms with high rates of absenteeism and individual success: Exploring students' achievement, executive function, and socio-behavioral outcomes.
Classrooms with high rates of absenteeism and individual success: Exploring students' achievement, executive function, and socio-behavioral outcomes.
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DOI：
10.1016/j.ecresq.2021.11.008
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发表时间：
2022
影响因子：
3.7
通讯作者：
Ansari, Arya
中科院分区：
文献类型：
--
作者：
Gottfried, Michael;Ansari, Arya
在减少学生旷课方面，围绕旷课的研究和政策对话主要集中在学校，对课堂的关注很少。此外，对旷工对成绩以外的影响的关注也很少。为了解决这两个问题，我们把重点放在了课堂上，并询问通常缺勤率较高的教室是否与学生的个人成就、执行功能和社交技能有关。我们使用了一个具有全国代表性的数据集，这些儿童从2010-2011年(N=18,170)开始上幼儿园--旷工达到最高点，直到青春期才再次出现。使用学校和学生固定效应，我们的发现显示，随着缺席同学比例的增加，个人学生在成就和执行功能领域的表现持续恶化。关于同学旷课和学生在社会行为领域的表现之间存在联系的证据并不那么确凿。最后，这些发现对于不同的学生群体是独一无二的。
Research and policy dialogue surrounding absenteeism has predominately focused on the school when it comes to reducing student absences, with little focus on the classroom. Further, there has also been minimal attention paid to effects of absenteeism beyond achievement outcomes. To address both, we focused on the classroom and asked whether classrooms with typically higher rates of absenteeism were linked to students’ individual achievement, executive function, and social skills. We used a nationally representative dataset of children who started in kindergarten in 2010–2011 (N = 18,170) – when absenteeism is at its highest point not seen again until adolescence. Using school and student fixed effects, our findings revealed that as the percent of absent classmates increases, individual student performance worsens consistently across achievement and executive function domains. Evidence for links between classmate absenteeism and student performance in socio-behavioral domains was less conclusive. Finally, the findings were unique to different student groups.