Lifelong Learning Project - School Inclusion - Preventing Early School Leaving

The role of school context and lack of motivation in student absenteeism

Benoît Galand, professor in UCL (Leuven University).

ERUDIT - Journal of education science, volume 30, n°1

Montréal (Canada) – 2004

Web Article

French

English

This study had two objectives:
• Examining the respective weight of socio-demographic characteristics and school experiences of students in the explanation of absenteeism.
• Comparing adequacy of the three theoretical models of absenteeism.
Regarding the first objective, the results showed that socio-demographic characteristics seem of little relevance for understanding absenteeism, unlike the feeling of alienation.
Regarding the second objective, the results clearly supported the model which postulates an effect of the motivation of students and the school context perceived on the feeling of alienation, as well as an effect of school context on motivation.

The study results are based on the analysis of 212 questionnaires completed by students in fourth, fifth and sixth secondary. Students were invited to answer questions about their perceptions of school context, their motivational orientations, their perceived competence, their sense of alienation in relation to school as well as their absenteeism.

http://www.erudit.org/revue/rse/2004/v30/n1/011773ar.html
http://www.erudit.org/revue/rse/2004/v30/n1/011773ar.pdf

Martine PRIGNON

AEDE-EL

Counsellor