Explaining lecture attendance behavior via structural equation modeling: Self-Determination Theory and the Theory of Planned Behavior

Ross C Hollett,Gilles E Gignac,Shinae Milligan,Paul Chang

doi:10.1016/j.lindif.2020.101907

Ross C Hollett, Gilles E Gignac + Show 2 more

Open Access

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

Copy DOI

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.

Highlights

There is widespread evidence that lecture attendance is important for improving academic outcomes (Bos, Groeneveld, van Bruggen, & Brand-Gruwel, 2016; Credé, Roch, & Kieszczynka, 2010; Stegers-Jager, Cohen-Schotanus, & Themmen, 2012)
Autonomous and controlled motivation did not yield any significant correlations with lecture attendance intentions nor with estimated attendance
What is noteworthy about our results is that the strongest effect occurred between perceived behavioral control and intentions, both of which were collected at the commencement of the semester

Summary

Introduction

There is widespread evidence that lecture attendance is important for improving academic outcomes (Bos, Groeneveld, van Bruggen, & Brand-Gruwel, 2016; Credé, Roch, & Kieszczynka, 2010; Stegers-Jager, Cohen-Schotanus, & Themmen, 2012). A common observation is that lecture attendance is high, initially, and declines gradually throughout the semester (e.g., Bos et al, 2016; Nyamapfene, 2010; Traphagan, Kucsera, & Kishi, 2010). This pattern of behavior suggests a large proportion of students are capable of attending (e.g., they have the time and the means to travel to campus for a specified time), and may even intend to attend lectures regularly; there may be important psychosocial factors which may have impeded lecture attendance over time. Because the majority of available evidence to date supports that attendance is a predictor of academic performance, further work is needed to better understand the motivational factors which might predict lecture attendance

Objectives

Results

Conclusion