Abstract

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.

pdf

Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 808-823
Launched on MUSE
2014-11-19
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.