Factors Influencing Student's Non-Attendance in Higher Education: A Behavioral Perspective

Abstract

Student non-attendance is a multifaceted concern in higher education because it may limit learning opportunities, weaken academic engagement, and reduce students' sense of belonging. From a behavioral perspective, attendance is shaped not only by personal motivation but also by perceived value, habits, self-regulation, social influence, teaching practices, institutional conditions, and practical barriers. This paper develops a behavioral framework to examine factors associated with students' non-attendance in higher education. It proposes a cross-sectional, mixed-method study using a structured student questionnaire and a small number of semi-structured interviews. The proposed sample consists of approximately 300 undergraduate students selected through stratified sampling across year of study and programme, subject to institutional permission and feasibility. Descriptive statistics, reliability analysis, correlation, and multiple regression are proposed for quantitative analysis, while thematic analysis will be used for interview responses. As primary data have not yet been collected, no empirical findings are claimed. The expected outcome is that attendance will be associated with an interaction of individual, academic, social, and institutional factors rather than a single cause. The study is expected to inform supportive attendance strategies that strengthen engagement and address barriers without relying solely on punitive measures.

Keywords: Student Attendance; Non-Attendance; Higher Education; Student Behavior; Academic Engagement; Self-Regulation; Institutional Support