Absenteeism, Presenteeism and Academic Performance in Students from Peruvian Universities

Autor/inn/en	Chafloque Céspedes, Raquel; Vara-Horna, Arístides; Lopez-Odar, Dennis; Santi-Huaranca, Inés; Diaz-Rosillo, Alberto; Asencios-Gonzalez, Zaida
Titel	Absenteeism, Presenteeism and Academic Performance in Students from Peruvian Universities
Quelle	In: Journal of Educational Psychology - Propositos y Representaciones, 6 (2018) 1, S.109-133 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chafloque Céspedes, Raquel) ORCID (Vara-Horna, Arístides) ORCID (Lopez-Odar, Dennis) ORCID (Santi-Huaranca, Inés) ORCID (Diaz-Rosillo, Alberto) ORCID (Asencios-Gonzalez, Zaida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2307-7999
Schlagwörter	Academic Achievement; Attendance; Student Surveys; Student Attitudes; Foreign Countries; Undergraduate Students; Business Administration Education; Engineering Education; Psychometrics; Structural Equation Models; Universities; Comparative Analysis; Measurement Techniques; Statistical Analysis; Peru + Suchen Sie Ihr Suchwort? Schulleistung; Anwesenheit; Schülerbefragung; Schülerverhalten; Ausland; Ingenieurausbildung; Psychometry; Psychometrie; University; Universität; Messtechnik; Statistische Analyse
Abstract	The objective of this research was to determine the effect of absenteeism and presenteeism on the academic performance of undergraduate students from the Business and Engineering Schools in Peruvian Universities. The study is based on a self-report survey of 8,203 students from the business and engineering schools of Peruvian universities. Scales were used to analyze absenteeism, presenteeism and academic performance that showed suitable psychometric properties. The results showed that presenteeism has a higher impact on the academic performance of students ([beta] = 0.628) compared to absenteeism ([beta] = 0.101). Absenteeism has a greater effect on courses and disapproved terms (Beta = 0.163) and presenteeism, on the evolution of academic performance ([beta] = -0.145). Finally, by means of a model of structural equations, the causal structure of the academic performance decrease from absenteeism and presenteeism is proven. (As Provided).
Anmerkungen	Universidad San Ignacio de Loyola S.A. Avenue La Fontana 550, Urbanizacion San Cesar de La Molina, Lima 12, Peru. Tel: 511-317-1000, Ext. 3139; e-mail: propositosyrepresentaciones@usil.edu.pe; Web site: http://revistas.usil.edu.pe/index.php/pyr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01