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Relevant bibliographies by topics / Educational disengagement / Dissertations / Theses

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Dissertations / Theses on the topic 'Educational disengagement'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Kientzler, Alesha Lynne 1970. "An empirical study exploring female students' perceptions of personal disengagement in physical activity." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/291539.

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In this study, I explored reasons for fifth and seventh grade girls' personal disengagement from physical activity. Regular participants in physical activity were used as a comparison to a target group of irregular participants. One central finding was that girls who do not participate in physical activity on a regular basis demonstrated a much lower knowledge base of the benefits of physical activity than the regular participants. This suggests that the value girls place on physical activity (i.e. willingness to participate) is related to their activity level (i.e. more active girls have a gr

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2

Hoffman, Lisa Eileen. "ALTERNATIVE EDUCATION: ADMINISTRATOR PERCEPTIONS OF ALTERNATIVE EDUCATION AND AT-RISK YOUTH." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/318169.

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Educational Leadership<br>Ed.D.<br>Successful attainment of a high school diploma is essential in today's society. For some students, however, internal and external pressures present significant barriers to school completion. Disengagement from school by these at-risk students is not only detrimental to the individual students, but to the school community and society as a whole. For some students, Alternative Education placements may be a way to reengage them and aid them in school completion. This case study examined the Park Run School District, a pseudonym for the school district, to discov

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3

Blackwell, Valerie Gayle Tucker Ukpokodu Omiunota Nelly. "Factors which influence the academic motivation and disengagement of adolescent, African American males within a social-historical and psychological context." Diss., UMK access, 2006.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006.<br>"A dissertation in education and urban leadership and policy studies." Advisor: Omiunota Ukpokodu. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 26, 2007. Includes bibliographical references (leaves 250-280). Online version of the print edition.

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4

Smith, Natalie. "Determinants of disengagement of adolescent females in physical education: a grounded theory analysis." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=92231.

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This study investigated the key determinants that influence the disengagement of physical education participation among female adolescents. Harter's competence motivation theory was applied to initiate the study and guide the interview questions. Through self-identification, seven young females were asked to answer a series of open-ended questions pertaining to their high school physical education experience. Grounded theory was used as a methodological model. The following themes emerged from data analysis: (a) Social influences in physical education, (b) Teaching and Learning, (c) Perceived

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Mirza, Mehreen Naz. "South Asian females and technology education : a study of engagement and disengagement in Britain." Thesis, University of Central Lancashire, 2002. http://clok.uclan.ac.uk/20339/.

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My thesis is concerned with the engagement and disengagement of South Asian girls and women with technology education in Britain. The research arose out of the need to establish whether South Asian girls and women had been included in, and benefited from, the attempts to encourage more girls and women into the fields of science, engineering and technology. Existing theoretical, especially feminist, frameworks for understanding the experiences of girls and women in science, engineering and technology, were largely silent about the experiences of minority ethnic girls and women, especially those

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6

Rodriguez, Charron. "STUDENT BEHAVIORAL ENGAGEMENT OF FIFTH-GRADE GIFTED STUDENTS IN A GENERAL EDUCATION CLASS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/431.

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This observational study surveyed the engagement of fifth-grade gifted students who spend the majority of their academic day in a general education classroom. This study looked at students in a K-6 public school district in Southern California. This study was a qualitative study with some quantitative data to confirm observational findings. The methods included observations, observational notes, audio and video recordings. After the observations the recordings were reviewed to assure the observational notes accurately portrayed the actions of the target students. The measures included student

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7

Clement, Davis. "Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153696.

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Public support for market-based education reforms persists despite evidence that these reforms exacerbate the educational marginalization of Black and Brown students. Even among Democrats and ostensibly equity-minded policy actors, support for reforms like charter schools is widespread. How do people come to support racially stratifying policies despite their supposed commitment to ethic of social justice? The purpose of this study was to investigate the relationship between the theories of unconscious racism (Lawrence, 1995a) and moral disengagement (Bandura, 1999) in the state takeover of a

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8

Oliveira, Nuno Matos. "Teachers' experiences with disengagement in physical education classes at secondary school level in the Perth Metropolitan Area." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1274.

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Students’ disengagement from school has been one of the major concerns in educational research (Fredricks, Blumenfeld, & Paris, 2004). According to researchers (Alexander et al., 1997; Finn & National Center for Education Statistics, 1993; Finn & Rock, 1997; Finn & Voelkl, 1993; Fredricks & Blumenfeld et al., 2004) the more disengaged the students are, the more likely they will be to fail academically and ultimately drop out. Although researchers have already identified several risk factors that can influence students’ engagement (Fulton, 2007; Lee & Burkam, 2003; Newmann, 1992), very few stud

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9

Nirh, Jenny L. F. "Explanations of College Students for Engaging in Hazing Activities." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/321596.

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In colleges and universities, 55% of students involved in campus organizations participate in hazing activities (Allan & Madden, 2008). While there is research on the prevalence and frequency of hazing, there is little on why students choose to participate. The purpose of this qualitative research is to understand how organizational values, formal or informal, influence hazing as well as the student's explanations for engaging in hazing activities. The theories of bystander effect and moral disengagement are used to frame why students choose to be involved in potentially harmful situations.

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10

Bamfield, Louise. "The role of schools in combating political disengagement : the justifiability of deliberative citizenship education as a strategy for promoting political virtue." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442411.

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11

Elston, Dhanfu E. "Tipping Point: The Diversity Threshold for White Student (Dis) Engagement in Traditional Student Organizations." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/75.

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During a time when most institutions of higher education are in search of underrepresented student participation, Georgia State University (GSU), a majority White institution, has observed a lack of involvement of White students in co-curricular activities. The purpose of the research study was to critically examine White students’ (dis) engagement in traditional student organizations at this university that has a significant student of color population. I used case study methodology that allowed for a breadth of conceptual frameworks and research options. The methods of collecting data inc

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12

Jones, Kimberly. "Curricular, Instructional, and Co-curricular Factors Perceived to Influence Students Dropping Out." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5730.

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District administrators face concerns over students dropping out of school without a high school diploma. District personnel in a Mississippi urban school district identified specific curricular, instructional, and co-curricular factors that prompted students to leave school. The purpose of this bounded qualitative case study was to explore perceptions of principals, teachers, and counselors regarding factors that influenced students' disengagement and dropping out of school. Battin-Pearson's theory of academic mediation, which attributes poor academic performance and student-centered learning

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13

Clayton-Molina, Cheryl Ann. "Hispanic High School Dropouts: Their Unheard Voices." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/232.

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America is in the midst of a high school dropout crisis that will cost $3 trillion in lost wages over the lifetime of the 12 million students who are predicted to drop out. Each year, in an America's northern states, approximately 10,000 students drop out of high school; the majority of these students are Hispanic. Guided by Ogbu's cultural-ecological theory of academic disengagement, the purpose of this phenomenological study was to understand the experiences of Hispanics who dropped out of high school and their rationales for dropping out.. Eight Hispanic dropouts in a local community were i

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14

Tones, Megan Jane. "Patterns of engagement in workplace learning amongst employees from social sectors." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/31248/1/Megan_Tones_Thesis.pdf.

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Continuous learning and development has become increasingly important in the information age. However, employees with limited formal education in lower status occupations may be disadvantaged in their opportunities for development, as their jobs tend to require more limited knowledge and skills. In mature age, such workers may be subject to cumulative disadvantage with respect to work related learning and development, as well as negative stereotyping. This thesis concerns work related learning and development from a lifespan development psychology perspective. Development across the lifesp

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Howlett, A. "Predictors of academic achievement, motivation and student disengagement in university students." Thesis, 2015. https://eprints.utas.edu.au/22617/1/Aleisha%20Howlett.pdf.

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The aim of this study was to expand the work on academic achievement and motivation by examining the relationships among success-orientation, fear-of-failure and academic disengagement in university students. Further, the cognitive-behavioural Quadripolar and Motivation and Engagement theories were included to determine whether the models independently contribute to the prediction of self-handicapping and defensive pessimism. Participants were 110 university students enrolled at the University of Tasmania who completed a standardised questionnaire assessing achievement orientation. The hypothe

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16

Smith, Natalie. "Determinants of disengagement of adolescent females in physical education : a grounded theory analysis /." 2009. http://digitool.Library.McGill.CA:8881/R/?func=dbin-jump-full&object_id=92231.

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17

Levasseur, Caroline. "Désensibilisation morale et légitimation de l'intimidation entre pairs au secondaire." Thèse, 2016. http://hdl.handle.net/1866/15904.

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Cette thèse doctorale, qui prend la forme de quatre articles, est une étude corrélationnelle mettant en relation le raisonnement moral et la légitimation des dynamiques d’intimidation par les pairs chez des adolescents de 3ème secondaire. L’objectif principal poursuivi était d’examiner la contribution de la désensibilisation morale aux conduites adoptées par les adolescents lors d’incidents d’intimidation à l’école. L’objectif secondaire était d’examiner l’importance accordée respectivement à des standards de conduite issus des domaines moral, conventionnel et personnel chez les adolescents i

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18

Thomas, JK. "Re-engagement of students after an alternative education program." Thesis, 2016. https://eprints.utas.edu.au/23489/1/Thomas_whole_thesis.pdf.

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Alternative educational programs for students at risk of not completing high school have been a feature of Australian education for many years, but a recurring concern with these programs is their effectiveness. One claim is that such programs indirectly do harm to students by not encouraging schools and teachers to make the necessary adaptations at the classroom level, and so have the effect of ‘pushing’ students out of mainstream schooling and onto short-term programs that do not advantage their longterm academic or social development. This study investigated this concern, using an alternat

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19

Lin, Hsiu-Ju, and 林秀茹. "The Influence of Environmental Education For Junior High School Students on Moral Disengagement : the Effect of Personal Advocating Values." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/sdp3rh.

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碩士<br>健行科技大學<br>企業管理系碩士班<br>104<br>The purpose of this study was to investigate the influence of environmental education for junior high school students on moral disengagement. Also investigating if there are differences on moral disengagement between personal advocating values, including law education and moral education. This study used the sample of 168 students as subjects of experiments to examine the results. Measuring moral disengagement by answering questionnaires before and after watching a short film about environmental education. A methodology of questionnaire survey was conducted i

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20

Runnels, Susan Amelia. "I'm still learning: the lived experience of disengagement from school of five young aboriginal women." Thesis, 2007. http://hdl.handle.net/1974/509.

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This study sought to understand the lived experience of disengagement from formal schooling of five young Aboriginal women in a mid-Northern community. Using the qualitative methodology of narrative inquiry, and through a series of guided open-ended interviews, this research explored each participant’s experiences as a learner; informally and in school. Analysis of the personal histories of learning shared by the participants enabled the identification of attributes of best-remembered learning experiences and also elements that contributed to marginalization and dis-continuing of school. Ke

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21

Whittick, Garrett Omar. "The re-entry experience of African-Canadian students from disengagement to re-engagement at the university level." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=362490&T=F.

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22

Green, Shawn Lourens. "A social cognitive perspective on student learning engagement in blended learning programmes in private higher education." Diss., 2019. http://hdl.handle.net/10500/26827.

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Abstract in English, Afrikaans and Xhosa<br>Blended learning is referenced as the “best of both worlds” (Snart, 2010:xvi), which integrates Face-to-Face instruction with online learning. With interest in incorporating blended learning within the higher education curricula expanding, many private higher education institutions seek to understand how they can use educational technology effectively in blended learning to enhance undergraduate students’ learning engagement. This study investigated the nature and extent of private higher education students’ learning engagement in blended learning p

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23

Buchan, Susan. "Muted Voices: Developing Musical Agency in a Victorian Primary School." Thesis, 2016. https://vuir.vu.edu.au/33242/.

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This thesis, Muted voices: Developing musical agency in a Victorian primary school, explores the implementation and development of music learning by the researcher (a music teacher), in collaboration with generalist teachers in a small government primary school in the state of Victoria, Australia. Music is mandated as one of the arts in the Victoria curriculum. However, in many primary school contexts the potential of music learning to contribute to children's growth and development is insufficiently understood and supported. As a consequence, the voices of many children and teachers are muted

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24

Tardif-Grenier, Kristel. "Les pratiques parentales, le désengagement scolaire des amis et le rendement scolaire chez les élèves du secondaire nés en Haïti et fréquentant une école en milieu défavorisé." Thèse, 2010. http://hdl.handle.net/1866/6865.

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Les difficultés scolaires ont des conséquences importantes, tant au plan personnel que sociétal. De plus, les adolescents d’origine haïtienne semblent particulièrement à risque de vivre des difficultés scolaires. Pourtant, très peu d’études canadiennes se sont intéressées au vécu scolaire des élèves de cette communauté. Cependant, des études menées auprès d’autres groupes minoritaires ont fait état de l’importance de l’influence des amis et des parents en ce qui a trait au rendement scolaire de l’adolescent. Par conséquent, l’objectif général de ce mémoire est d’examiner les pratiques parental

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25

Oliveira, António Manuel Branco. "Abandono oculto : as realidades por detrás das estatísticas." Doctoral thesis, 2019. http://hdl.handle.net/10400.14/29064.

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O fenómeno do abandono escolar precoce, não sendo novo, nem exclusivo, permanece como uma das mais prementes preocupações. A institucionalização da escolaridade obrigatória fez crescer o clima compulsivo, obrigando todos a frequentar a escola, e trouxe consigo um novo fenómeno: o de alunos que estão em abandono escolar, não efetivo, mas oculto dentro da própria escola. Foi nosso propósito comprovar empiricamente que no ensino básico há alunos que, possuindo características e percursos de abandono escolar, permanecem matriculados, mas desengajados e, neste sentido, em abandono oculto. Q

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