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<p>The aim of this paper is to use the PISA data from 2022 to present current empirical findings on school absenteeism. Using a&#xa0;human ecology approach, cross-sectional data from 2022 will be analyzed to explore which proximal processes and contextual variables are correlated with school absenteeism. A&#xa0;comparison of the absenteeism rates between 2012 and 2022 shows that absenteeism among fifteen-year-old students has increased over the past decade. Logistic regressions confirm that proximal processes, such as family support, the teacher-student relationships and experiences of bullying at school are significant predictors of school absenteeism. Additionally, personal characteristics (e.g. stress resilience, emotional control, empathy, educational aspirations, academic self-concept) as well as factors from micro-contexts (such as family, school and employment) and the macro-context (socio-economic and socio-cultural status), also show significant correlations with absenteeism.</p>

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Schulabsentismus aus einer humanökologischen Perspektive – aktuelle Analysen mit PISA 2022

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月4日

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  • Michael Feldhaus,
  • Meike Rau,
  • Heinrich Ricking,
  • Christine Sälzer

摘要

The aim of this paper is to use the PISA data from 2022 to present current empirical findings on school absenteeism. Using a human ecology approach, cross-sectional data from 2022 will be analyzed to explore which proximal processes and contextual variables are correlated with school absenteeism. A comparison of the absenteeism rates between 2012 and 2022 shows that absenteeism among fifteen-year-old students has increased over the past decade. Logistic regressions confirm that proximal processes, such as family support, the teacher-student relationships and experiences of bullying at school are significant predictors of school absenteeism. Additionally, personal characteristics (e.g. stress resilience, emotional control, empathy, educational aspirations, academic self-concept) as well as factors from micro-contexts (such as family, school and employment) and the macro-context (socio-economic and socio-cultural status), also show significant correlations with absenteeism.