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Appears in:
Pages: 1882-1886
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0335

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

THE INFLUENCE OF INNER DRIVERS, POSITIVE THINKING, MOTIVATION AND SOCIAL SUPPORT ON THE ATTENDANCE OF LECTURES AT GERMAN UNIVERSITIES

R. Bochmann, A. Roepke, C. Koczielski, H. Rindermann

Technische Universität Chemnitz (GERMANY)
At universities, since the beginning of the Bologna Process in 1999 a decline in course attendance was observed. However, research shows a positive impact of course attendance on course quality and learning outcomes (e.g., Schulmeister, 2015; Westrick et al., 2009). In spite of the negative consequences of course absenteeism, students are more and more absent from courses and especially lectures (Steinbacher, 2011). Previous studies showed especially for lectures at German universities a high degree of absenteeism.

Temporal overload of students was suspected as one main cause but could not be corroborated in studies. Other theories rely on student cognition, e.g. conceptions of “positive thinking” or inner drivers (e.g., “study hard” or “be perfect”) being related to personality and childhood development. However, studies are missing to back them. Furthermore, motivation as well as perceived social support are presumed factors influencing attendance and the quality of teaching.

The aim of the present study was to test the impact of these factors on students’ attendance at lectures. In contrast to a survey administered directly in or after a lecture, the approach of asking potential participants on the campus increases the probability of including students who do not attend lectures. Data from N = 774 students at k = 4 German universities were collected.

The results confirm that, according to the students, lectures are less frequently attended than seminars or exercises (d = 0.25). A strong motivation to learn is closely related to intrinsic motivation (r = .35). Intrinsic motivation (r = .14) and learning objectives (r = .15) somewhat increase presence in lectures. Students with the inner drivers “be perfect” (r = .19) and “give your best” (r = .14) significantly more often attend lectures than students with other predominant drivers as “be quick”. However, there is no difference between more or less positive thinking students. Positive thinking is related to motivation (r = .29) and social support (r = .22).

Implications for lower absenteeism and possible implications for improving lectures and attendance were derived from students’ answers.

The study is funded by the German Federal Ministry of Education and Research (BMBF).
@InProceedings{BOCHMANN2018INF,
author = {Bochmann, R. and Roepke, A. and Koczielski, C. and Rindermann, H.},
title = {THE INFLUENCE OF INNER DRIVERS, POSITIVE THINKING, MOTIVATION AND SOCIAL SUPPORT ON THE ATTENDANCE OF LECTURES AT GERMAN UNIVERSITIES},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.0335},
url = {http://dx.doi.org/10.21125/inted.2018.0335},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {1882-1886}}
TY - CONF
AU - R. Bochmann AU - A. Roepke AU - C. Koczielski AU - H. Rindermann
TI - THE INFLUENCE OF INNER DRIVERS, POSITIVE THINKING, MOTIVATION AND SOCIAL SUPPORT ON THE ATTENDANCE OF LECTURES AT GERMAN UNIVERSITIES
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.0335
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 1882
EP - 1886
ER -
R. Bochmann, A. Roepke, C. Koczielski, H. Rindermann (2018) THE INFLUENCE OF INNER DRIVERS, POSITIVE THINKING, MOTIVATION AND SOCIAL SUPPORT ON THE ATTENDANCE OF LECTURES AT GERMAN UNIVERSITIES, INTED2018 Proceedings, pp. 1882-1886.
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