W. Samuels, Nelly Tournaki, S. Sacks, S. Blackman, Theresa Peterford, J. Sacks, K. Byalin
Executive functions (EFs) help regulate and direct thoughts, behaviors, and emotions. They also play vital roles in many areas of life. However, few studies address the role EFs play in adolescents’ lives, including their academic performance. We investigated the effects of EFs on standardized exams in mathematics, reading, and English language arts. The main findings were that: 1) adolescents’ EFs—especially when measured by their current teachers—predict performance on standardized academic assessments throughout the middle and high school grades; 2) this effect existed among a rather diverse sample of students both with and without diagnosed disabilities; 3) the predictiveness of EFs tended to increase across these grades when measured by the teachers, but not those gauged by the students themselves; and 4) EFs were somewhat more strongly associated with performance on standardized reading and English language arts exams than on math exams. In addition, students who identified as female tended to show stronger EFs; race/ethnicity showed some significance, but not in easily interpreted ways; and age was reliably associated with performance on these standardized exams such that older students tended to do better even though the exam scores were standardized by grade level. The results illustrate the contributions of EFs to standardized assessments for students with and without diagnosed disabilities.
{"title":"Executive Functioning and Adolescents’ Academic Performance on Standardized Exams","authors":"W. Samuels, Nelly Tournaki, S. Sacks, S. Blackman, Theresa Peterford, J. Sacks, K. Byalin","doi":"10.5539/jedp.v13n2p10","DOIUrl":"https://doi.org/10.5539/jedp.v13n2p10","url":null,"abstract":"Executive functions (EFs) help regulate and direct thoughts, behaviors, and emotions. They also play vital roles in many areas of life. However, few studies address the role EFs play in adolescents’ lives, including their academic performance. We investigated the effects of EFs on standardized exams in mathematics, reading, and English language arts. The main findings were that: 1) adolescents’ EFs—especially when measured by their current teachers—predict performance on standardized academic assessments throughout the middle and high school grades; 2) this effect existed among a rather diverse sample of students both with and without diagnosed disabilities; 3) the predictiveness of EFs tended to increase across these grades when measured by the teachers, but not those gauged by the students themselves; and 4) EFs were somewhat more strongly associated with performance on standardized reading and English language arts exams than on math exams. In addition, students who identified as female tended to show stronger EFs; race/ethnicity showed some significance, but not in easily interpreted ways; and age was reliably associated with performance on these standardized exams such that older students tended to do better even though the exam scores were standardized by grade level. The results illustrate the contributions of EFs to standardized assessments for students with and without diagnosed disabilities.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46866488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although an abundance of evidence support that preschoolers use reciprocity as a reply to others, lesser is known about how they use this strategy in initiating social interactions. Aiming to explore this question, the current study focused on two forms of prospective reciprocity, direct and indirect (downstream) reciprocity. Two studies were conducted in which the chance for prospective reciprocity was implicit (study 1) and explicit (study 2). Specifically, 4- to 6-year-olds were asked to share stickers with a non-shown recipient, a shown recipient, or a non-shown recipient while a witness was observing. In study 1, preschoolers did not know whether the shown recipient/witness would interact with them later. In study 2, they knew the shown recipient/witness would be asked to share with them subsequently. Results revealed that, despite the implicit/explicit chance of prospective reciprocity, preschoolers shared more in the prospective direct reciprocity condition than the control/prospective indirect downstream reciprocity conditions. In addition, comparing the two studies found no difference found between the implicit and explicit situations. Overall, these findings indicate that preschoolers have taken direct reciprocity, rather than indirect (downstream) reciprocity in guiding their initial sharing with others. Implications of these findings are further discussed.
{"title":"How Prospective Direct and Indirect Reciprocity Influence 4- to 6-Year-Old’s Sharing","authors":"Yue Song, Yunhan Huang, Yunqing Shi, Fenglin Zang","doi":"10.5539/jedp.v13n2p1","DOIUrl":"https://doi.org/10.5539/jedp.v13n2p1","url":null,"abstract":"Although an abundance of evidence support that preschoolers use reciprocity as a reply to others, lesser is known about how they use this strategy in initiating social interactions. Aiming to explore this question, the current study focused on two forms of prospective reciprocity, direct and indirect (downstream) reciprocity. Two studies were conducted in which the chance for prospective reciprocity was implicit (study 1) and explicit (study 2). Specifically, 4- to 6-year-olds were asked to share stickers with a non-shown recipient, a shown recipient, or a non-shown recipient while a witness was observing. In study 1, preschoolers did not know whether the shown recipient/witness would interact with them later. In study 2, they knew the shown recipient/witness would be asked to share with them subsequently. Results revealed that, despite the implicit/explicit chance of prospective reciprocity, preschoolers shared more in the prospective direct reciprocity condition than the control/prospective indirect downstream reciprocity conditions. In addition, comparing the two studies found no difference found between the implicit and explicit situations. Overall, these findings indicate that preschoolers have taken direct reciprocity, rather than indirect (downstream) reciprocity in guiding their initial sharing with others. Implications of these findings are further discussed.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44901446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 13, No. 1, 2023.
《教育与发展心理学杂志》，第13卷，第1期，2023年。
{"title":"Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 13, No. 1","authors":"Carol Wong","doi":"10.5539/jedp.v13n1p106","DOIUrl":"https://doi.org/10.5539/jedp.v13n1p106","url":null,"abstract":"Reviewer Acknowledgements for Journal of Educational and Developmental Psychology, Vol. 13, No. 1, 2023.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45801282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gwyne W. White, Danielle R. Hatchimonji, Esha Vaid, Rickey A. Caldwell Jr, M. Elias
The skills conveyed in high school are essential for success, and evidence suggests that psychosocial well-being is critical to that process. Advancement via Individual Determination (AVID) is an in-school, academic support program that targets underserved students. The current study explored the impact of an intervention program targeting academic achievement on student perceptions of social support and psychosocial impairment. The study was conducted in an under-resourced, majority Latinx high school and the sample included 75 AVID students and 140 demographically matched controls. Hierarchical linear regression analyses were performed to identify the impact of participation in the AVID program on symptoms of emotional and behavioral distress. After controlling for demographics factors and academic achievement, student perceptions of emotional and teacher support explained 7.2% of the variance in psychosocial distress; participation in the AVID intervention was found to have significantly improved the variance accounted for (ΔR2=.02, 5.13, p=.025; R2=.11, F(9,204)=2.90, p=.003). The results of this study indicate that perceived teacher social support and AVID participation were, independently, significantly associated with reduced student psychosocial distress. These findings suggest that interventions targeting the complex mechanisms of school achievement may also have a positive impact on psychosocial impairment beyond student perceptions of social support.
{"title":"The Impact of a School-Based Academic Support Program on Students’ Psychosocial Impairment","authors":"Gwyne W. White, Danielle R. Hatchimonji, Esha Vaid, Rickey A. Caldwell Jr, M. Elias","doi":"10.5539/jedp.v13n1p87","DOIUrl":"https://doi.org/10.5539/jedp.v13n1p87","url":null,"abstract":"The skills conveyed in high school are essential for success, and evidence suggests that psychosocial well-being is critical to that process. Advancement via Individual Determination (AVID) is an in-school, academic support program that targets underserved students. The current study explored the impact of an intervention program targeting academic achievement on student perceptions of social support and psychosocial impairment. The study was conducted in an under-resourced, majority Latinx high school and the sample included 75 AVID students and 140 demographically matched controls. Hierarchical linear regression analyses were performed to identify the impact of participation in the AVID program on symptoms of emotional and behavioral distress. After controlling for demographics factors and academic achievement, student perceptions of emotional and teacher support explained 7.2% of the variance in psychosocial distress; participation in the AVID intervention was found to have significantly improved the variance accounted for (ΔR2=.02, 5.13, p=.025; R2=.11, F(9,204)=2.90, p=.003). The results of this study indicate that perceived teacher social support and AVID participation were, independently, significantly associated with reduced student psychosocial distress. These findings suggest that interventions targeting the complex mechanisms of school achievement may also have a positive impact on psychosocial impairment beyond student perceptions of social support.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44320678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The following two studies examined preschoolers’ recognition of the transmission of COVID and the cold virus. Study 1 examined preschoolers’ recognition of the impact of symptomatic and asymptomatic conditions without social distancing in the transmission of the COVID virus. Study 2 examined the role of social distancing in the transmission of the cold virus. Results of Study 1 indicated that preschoolers recognize the transmission of the COVID virus both in the symptomatic and asymptomatic conditions. Study 2 demonstrated that preschoolers take into account the proximity factor when assessing the probability of the transmission of the common cold. The results of both of these studies strongly support the theory that children have an autonomous theory of biology in the preschool years.
{"title":"Preschoolers’ Recognition of the Transmission of the COVID-19 Virus: A Pilot Study","authors":"L. Raman","doi":"10.5539/jedp.v13n1p78","DOIUrl":"https://doi.org/10.5539/jedp.v13n1p78","url":null,"abstract":"The following two studies examined preschoolers’ recognition of the transmission of COVID and the cold virus. Study 1 examined preschoolers’ recognition of the impact of symptomatic and asymptomatic conditions without social distancing in the transmission of the COVID virus. Study 2 examined the role of social distancing in the transmission of the cold virus. Results of Study 1 indicated that preschoolers recognize the transmission of the COVID virus both in the symptomatic and asymptomatic conditions. Study 2 demonstrated that preschoolers take into account the proximity factor when assessing the probability of the transmission of the common cold. The results of both of these studies strongly support the theory that children have an autonomous theory of biology in the preschool years.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44832818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The skewed emphases on central tendency and dispersion statistics often provide an estimated summary of scores and variances of the overall distribution. Studies may therefore overlook significant variations across these distributions' different percentiles. This study examined gender academic disparities in STEM and reading subjects of the USA sample (Early Childhood Longitudinal Study-Kindergarten, ECLS-K:2011). The Quantile Regression (QR) model was utilized and found academic gender differences across school subjects, students’ academic grades, and proficiency levels. There were often more differences in the extreme tails of the distribution than around the mean. The gender gap started with the top students in kindergarten and quickly spread throughout the distribution and primary school grades. Boys at the extreme ends of the distribution had the lowest reading scores by a significant margin. However, boys consistently rank among the top students in math and science. Early-age attention and intervention are needed to avert subsequent-grade academic achievement inequalities.
{"title":"When Do Gender Differences in Academic Achievement Originate? Examining Preschoolers and Early School Children Longitudinally","authors":"D. Sewasew, Missaye Mengsite, Ebabush Kassa","doi":"10.5539/jedp.v13n1p67","DOIUrl":"https://doi.org/10.5539/jedp.v13n1p67","url":null,"abstract":"The skewed emphases on central tendency and dispersion statistics often provide an estimated summary of scores and variances of the overall distribution. Studies may therefore overlook significant variations across these distributions' different percentiles. This study examined gender academic disparities in STEM and reading subjects of the USA sample (Early Childhood Longitudinal Study-Kindergarten, ECLS-K:2011). The Quantile Regression (QR) model was utilized and found academic gender differences across school subjects, students’ academic grades, and proficiency levels. There were often more differences in the extreme tails of the distribution than around the mean. The gender gap started with the top students in kindergarten and quickly spread throughout the distribution and primary school grades. Boys at the extreme ends of the distribution had the lowest reading scores by a significant margin. However, boys consistently rank among the top students in math and science. Early-age attention and intervention are needed to avert subsequent-grade academic achievement inequalities.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44456508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study used an explanatory mixed methods approach in order to better understand what constitutes cyberbullying behavior through the lens of middle school students. Participants (N=189) were asked to respond to descriptive vignettes of potential cyberbullying situations, increasing in severity. A subset of the students (N=6) also participated in semi-structured interviews. Findings suggest middle school students perceive online interactions to escalate into cyberbullying when posted messages might damage one’s reputation or friendships (i.e., denigration) or when inappropriate shared artifacts result to negative commentary (i.e., outing/trickery). Main concerns for these types of transactions were the perpetrator’s intent to cause harm as well as the potential for an online interaction to be shared publicly. According to participants, most distressing was for posts (e.g., messages, images, rumors) to be experienced repeatedly. Instead of the recipient to experience undue stress through one post, they may experience repeated victimization through additional comments. Implications for educators and limitations are discussed.
{"title":"What Constitutes Cyberbullying: Perspectives from Middle School Students","authors":"Jenny Mischel, A. Kitsantas","doi":"10.5539/jedp.v13n1p53","DOIUrl":"https://doi.org/10.5539/jedp.v13n1p53","url":null,"abstract":"This study used an explanatory mixed methods approach in order to better understand what constitutes cyberbullying behavior through the lens of middle school students. Participants (N=189) were asked to respond to descriptive vignettes of potential cyberbullying situations, increasing in severity. A subset of the students (N=6) also participated in semi-structured interviews. Findings suggest middle school students perceive online interactions to escalate into cyberbullying when posted messages might damage one’s reputation or friendships (i.e., denigration) or when inappropriate shared artifacts result to negative commentary (i.e., outing/trickery). Main concerns for these types of transactions were the perpetrator’s intent to cause harm as well as the potential for an online interaction to be shared publicly. According to participants, most distressing was for posts (e.g., messages, images, rumors) to be experienced repeatedly. Instead of the recipient to experience undue stress through one post, they may experience repeated victimization through additional comments. Implications for educators and limitations are discussed.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42968836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Strom, R. Strom, Tricia Sindel-Arrington, Renee Rude
The attention span of students and their ability to shut out distractions are learning conditions that concern educators more than ever before. Faculty at a community college assessed the learning conditions of students related to attention and distraction. Students self-administered an online Selective Attention Poll consisting of 20 multiple-choice items. The 239 culturally-diverse volunteers were 161 females and 78 males. Results indicated that most students believe they can get more work done in less time by multitasking, and consider this practice as necessary to meet the demands of college. Teachers could help students improve achievement by arranging innovative cooperative learning practices and developmental reading procedures. The majority of students declared their home as the most difficult place to study. Parents should provide a quiet environment and recognize student need for continued emotional support in early adulthood. The challenges for community college faculty are to help students improve study habits so they become more able to concentrate on assignments, read in-depth, value reflective thinking, diminish distractions, and build skills to work in groups.
{"title":"Student Attention and Distraction in Community College","authors":"P. Strom, R. Strom, Tricia Sindel-Arrington, Renee Rude","doi":"10.5539/jedp.v13n1p41","DOIUrl":"https://doi.org/10.5539/jedp.v13n1p41","url":null,"abstract":"The attention span of students and their ability to shut out distractions are learning conditions that concern educators more than ever before. Faculty at a community college assessed the learning conditions of students related to attention and distraction. Students self-administered an online Selective Attention Poll consisting of 20 multiple-choice items. The 239 culturally-diverse volunteers were 161 females and 78 males. Results indicated that most students believe they can get more work done in less time by multitasking, and consider this practice as necessary to meet the demands of college. Teachers could help students improve achievement by arranging innovative cooperative learning practices and developmental reading procedures. The majority of students declared their home as the most difficult place to study. Parents should provide a quiet environment and recognize student need for continued emotional support in early adulthood. The challenges for community college faculty are to help students improve study habits so they become more able to concentrate on assignments, read in-depth, value reflective thinking, diminish distractions, and build skills to work in groups.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45403759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The generally poor academic performance of secondary school students across the United States is motivating educators to discover ways to improve school conditions of learning. Because the main source of knowledge is the Internet, helping students know how to use this tool wisely and relate their searching to cooperative learning group assignments is a focus of instructional concern. The purpose of this study was to determine how to improve Internet learning at a single high school. The principal chose to use student voice as the method and invited all students to take the Internet Learning Poll to find out how they felt about learning from the Internet. They were told that taking the poll was voluntary, not an assignment, their responses would be anonymous, and combined with other students. Of 461 students enrolled, 444 took the poll, yielding a school completion rate of 96%. Students wanted to be taught methods to improve their Internet research skills and how to evaluate website credibility. They maintained that teachers needed training to devise assignments which contribute to Internet searching and problem-solving practice in cooperative learning teams. Student polling presents evidence-based data to identify needs of students and contribute to better school practices. The elements used to establish the goals of continuous school improvement planning can be met by focusing on faculty improvement, student voice, and principal leadership.
{"title":"Assessment of Internet Learning for High School Students","authors":"P. Strom, Kelli L. Hendon, R. Strom","doi":"10.5539/jedp.v13n1p17","DOIUrl":"https://doi.org/10.5539/jedp.v13n1p17","url":null,"abstract":"The generally poor academic performance of secondary school students across the United States is motivating educators to discover ways to improve school conditions of learning. Because the main source of knowledge is the Internet, helping students know how to use this tool wisely and relate their searching to cooperative learning group assignments is a focus of instructional concern. The purpose of this study was to determine how to improve Internet learning at a single high school. The principal chose to use student voice as the method and invited all students to take the Internet Learning Poll to find out how they felt about learning from the Internet. They were told that taking the poll was voluntary, not an assignment, their responses would be anonymous, and combined with other students. Of 461 students enrolled, 444 took the poll, yielding a school completion rate of 96%. Students wanted to be taught methods to improve their Internet research skills and how to evaluate website credibility. They maintained that teachers needed training to devise assignments which contribute to Internet searching and problem-solving practice in cooperative learning teams. Student polling presents evidence-based data to identify needs of students and contribute to better school practices. The elements used to establish the goals of continuous school improvement planning can be met by focusing on faculty improvement, student voice, and principal leadership.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48437344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Al-Labadi, Hrithik Kumar Advani, Brittani Holder, Kyuson Lim
Absenteeism among university students is a widespread issue today. It is known that absenteeism may incur negative effects on students' academic performance as well as many social problems. This study was carried out to investigate and highlight students' perceptions of the factors affecting university attendance for online and in-person classes. The study surveyed students from a variety of disciplines at the University of Toronto Mississauga. The results of the survey indicated that the statistically significant factors affecting university attendance include student's current university CGPA (Cumulative GPA), and lectures where mandatory participation is required. Appropriate remediation to reduce the percentage of students’ absenteeism are also proposed.
{"title":"Education Influential Factors of University Attendance","authors":"L. Al-Labadi, Hrithik Kumar Advani, Brittani Holder, Kyuson Lim","doi":"10.5539/jedp.v13n1p29","DOIUrl":"https://doi.org/10.5539/jedp.v13n1p29","url":null,"abstract":"Absenteeism among university students is a widespread issue today. It is known that absenteeism may incur negative effects on students' academic performance as well as many social problems. This study was carried out to investigate and highlight students' perceptions of the factors affecting university attendance for online and in-person classes. The study surveyed students from a variety of disciplines at the University of Toronto Mississauga. The results of the survey indicated that the statistically significant factors affecting university attendance include student's current university CGPA (Cumulative GPA), and lectures where mandatory participation is required. Appropriate remediation to reduce the percentage of students’ absenteeism are also proposed.","PeriodicalId":90589,"journal":{"name":"Journal of educational and developmental psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43131859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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