ABSTRACT Background: Attendance of university students at their timetabled teaching sessions is usually associated with higher levels of educational attainment. Attendance is usually considered to reflect students’ level of engagement with their course and to be critical to student success; despite the potential for technological alternatives, lectures and other face-to-face sessions still tend to be the primary method of teaching at university. Purpose: Here we review studies which have investigated these determinants of attendance in order to gain a better understanding of whether – and how – Higher Education Institutions are able to improve attendance rates. Sources of evidence: Electronic databases (e.g. ERIC, Web of Science) were used to identify articles exploring attendance in Higher Education settings. Main argument: Some of the most debated determinants of attendance are reviewed: teaching issues (e.g. quality, style and format); effects of university expectations and policy (e.g. mandating attendance, awarding grades for attendance); scheduling issues; provision of materials online; and the effects of individual factors arguably outside of the Higher Education Institution’s control (e.g. finance, student employment, student demographics and psychological factors). Conclusions: It is suggested that, although some individual factors influence student attendance and are arguably out of the control of HEIs, it is possible for them to facilitate attendance through adjustments to aspects of degree delivery such as attendance policies and monitoring, timetabling and style of teaching. Implications for policies on the recording of lectures, curriculum design and student term-time working are also discussed. Future research on student attendance should include longer and larger studies which simultaneously consider a range of influences; examining both inter- and intra-individual variability and different types of teaching sessions.

中文翻译：

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大学生出勤率的决定因素

摘要 背景：大学生参加他们的时间表教学课程通常与更高的教育程度相关。出勤率通常被认为反映了学生对课程的参与程度，对学生的成功至关重要；尽管存在技术替代方案的潜力，讲座和其他面对面的课程仍然往往是大学教学的主要方法。目的：在这里，我们回顾调查了这些出勤率决定因素的研究，以便更好地了解高等教育机构是否能够——以及如何——提高出勤率。证据来源：使用电子数据库（例如 ERIC、Web of Science）来确定探索高等教育环境出勤率的文章。主要论点：审查了一些最具争议的出勤决定因素：教学问题（例如质量、风格和形式）；大学期望和政策的影响（例如强制出勤、授予出勤成绩）；调度问题；在线提供材料；以及可以说是高等教育机构无法控制的个人因素的影响（例如财务、学生就业、学生人口统计和心理因素）。结论：建议，尽管一些个别因素会影响学生的出勤率，并且可以说不受高等教育机构的控制，但它们可以通过调整学位交付的各个方面（例如出勤政策和监控、时间表和风格）来促进出勤率。教学。对讲座录制政策的影响，还讨论了课程设计和学生学期工作。未来对学生出勤率的研究应该包括更长时间和更大的研究，同时考虑一系列影响；检查个体间和个体内的可变性以及不同类型的教学课程。