Academic and test disengagement are connected through a common association with poor self-management¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Poor self-management is commonly associated with both academic disengagement and test disengagement, providing a partial explanation of their connection. → Emily Wolk 2018
Evidence¶
Emily Wolk 2018¶
Emily Wolk, Sharon Bi, Tran Keys. (2018). Are test and academic disengagement related? Implications for measurement and practice. Educational Assessment 24(2), 119-134. https://www.nwea.org/research-publications/ doi:10.1080/10627197.2019.1575723
q2 · i? · associational · r?
The study's results link the two disengagement forms, "including through a common association with poor self-management", suggesting self-management underlies both behaviors.
"Our results provide evidence that academic and test disengagement are related, including through a common association with poor self-management"
Discussion¶
Related Claims¶
- Positive teacher–student relationships are associated with greater student engagement and, more weakly, with achievement — related
- Few New York charter teachers reported technology challenges during the remote transition (66% of schools said under a quarter of teachers did), with attention and engagement the more common difficulties — related
- Repeated rapid guessing across several tests is strongly associated with students' academic self-efficacy and self-management scores — a narrower finding that bears on this claim
- Rapid-guessing behavior on computer-based tests signals disengaged test taking that threatens score validity — related
- Computer-based test advantages can be used to manage the effects of test anxiety as a construct-irrelevant factor — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
self-management-common-link-disengagement |
title |
Academic and test disengagement are connected through a common association with poor self-management |
description |
Academic and test disengagement are connected through a common association with poor self-management |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — emily-wolk-2018 |
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