Author Identifier

Ross Hollett

Orcid: https://orcid.org/0000-0001-7146-3879

Shinae Milligan

Orcid: https://orcid.org/0000-0002-0039-6848

Paul Chang

Orcid: https://orcid.org/0000-0002-1124-1374

Document Type

Journal Article

Publication Title

Learning and Individual Differences

Publisher

Elsevier

School

School of Arts and Humanities

RAS ID

31808

Funders

Edith Cowan University - Open Access Support Scheme

Edith Cowan University School of Arts and Humanities Research Grant

Comments

Hollett, R. C., Gignac, G. E., Milligan, S., & Chang, P. (2020). Explaining lecture attendance behavior via structural equation modeling: Self-Determination Theory and the Theory of Planned Behavior. Learning and Individual Differences, 81, Article 101907.

https://doi.org/10.1016/j.lindif.2020.101907

Abstract

Some research suggests that university lecture attendance positively correlates with academic performance. Although there are several motivational pathways which may explain attendance, few studies have examined the psychosocial factors leading to student attendance intentions and behavior. Consequently, we evaluated via structural equation modeling (SEM) two prominent motivational theories to help explain lecture attendance: Self-Determination Theory (SDT) and The Theory of Planned Behavior (TPB). Undergraduates (N = 288) from two universities completed pre-semester motivation measurements and post-semester estimates of attendance. Student grades were also examined. SDT was not found to be an accurate model of attendance intentions or behavior. By contrast, TPB was found to be an adequate model to help explain attendance intentions and behavior. Lecture attendance did not significantly correlate with grades. If educators and students are committed to increasing lecture attendance rates, our findings suggest that the enhancement of perceived behavioral control, as well as optimistic intentions, may yield the greatest benefits with respect to students meeting their lecture attendance expectations.

DOI

10.1016/j.lindif.2020.101907

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Psychology Commons

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