• Samantha E. Holquist

A silver lining is that disengagement does not occur suddenly; rather, there is a self-confirming cycle of perceived control (that one has influence over one’s own success and failure in school), engagement, and academic performance that educators can identify and intervene in (Balfanz et al., 2007; Skinner et al., 1990). For example, a poor mark in a course can lead a student to feel a sense of diminished control over and engagement in their learning,
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