School Absenteeism and Academic Achievement: Does the Reason for Absence Matter?
School Absenteeism and Academic Achievement: Does the Reason for Absence Matter?
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DOI：
10.1177/23328584211071115
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发表时间：
2022-02-01
期刊：
影响因子：
2.8
通讯作者：
Dare, Shadrach
中科院分区：
文献类型：
--
作者：
Klein, Markus;Sosu, Edward M.;Dare, Shadrach
研究一致表明，缺课和学习成绩之间存在联系。然而，关于这种联系是否取决于儿童缺席的原因，仍然存在疑问。使用苏格兰纵向研究（n = 4，419）的样本，我们调查了在义务教育和义务教育后教育结束时，学校缺勤与高风险考试成绩之间的关联是否因缺勤原因而异。与以前的研究一致，我们的研究结果表明，总体缺席与两个学校阶段的学业成绩呈负相关。同样，所有形式的缺勤（逃学、病假、特殊家庭情况和家庭假期）都与义务教育和义务教育后学校教育结束时的成绩呈负相关。一阶差分回归证实了这些负面关联，除了家庭假期。这些研究结果表明，除了失去指导，其他机制，如行为，健康相关的，和心理社会途径可能占缺勤和成就之间的关联。这些发现对设计有针对性的旷课干预措施以提高学生的学业成绩具有启示意义。
Studies consistently show associations between school absences and academic achievement. However, questions remain about whether this link depends on the reason for children's absence. Using a sample of the Scottish Longitudinal Study (n = 4,419), we investigated whether the association between school absenteeism and achievement in high-stakes exams at the end of compulsory and postcompulsory schooling varies with the reason for absence. In line with previous research, our findings show that overall absences are negatively associated with academic achievement at both school stages. Likewise, all forms of absences (truancy, sickness absence, exceptional domestic circumstances, and family holidays) are negatively associated with achievement at the end of compulsory and postcompulsory schooling. First difference regressions confirm these negative associations, except for family holidays. These findings suggest that, in addition to lost instruction, other mechanisms such as behavioral, health-related, and psychosocial pathways may account for the association between absenteeism and achievement. The findings have implications for designing tailored absenteeism interventions to improve pupils' academic achievement.