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Institutional time and collective behavior: end-of-week school absenteeism as a social pattern
1Department of Education and Psychology, College of Education, University of Hafr Al Batin, Hafar Al Batin, Saudi Arabia.
Frontiers in Psychology
|August 5, 2026
Summary
End-of-week school absenteeism is a social pattern influenced by school schedules and expectations, not just individual non-compliance. Understanding this collective behavior is key to improving student attendance.
Area of Science:
- Sociology of Education
- Educational Psychology
- Organizational Behavior
Background:
- End-of-week school absenteeism is a complex issue.
- Existing research often overlooks the social and temporal dimensions of student attendance patterns.
Purpose of the Study:
- To investigate end-of-week school absenteeism as a socially structured phenomenon.
- To identify factors influencing absenteeism related to institutional time and social expectations.
Main Methods:
- Mixed-methods approach utilizing quantitative and qualitative data.
- Survey data from 411 teachers, students, and parents in Saudi Arabia.
- Relative Importance Index (RII) and thematic analysis.
Main Results:
- Eleven interrelated factors identified, including weekly fatigue, school week organization, and social expectations.
- Institutional time structures significantly influence attendance behavior.
- Absences are a patterned social practice linked to institutional time and daily life.
Conclusions:
- End-of-week absenteeism is a collective behavior, not isolated non-compliance.
- Institutional time arrangements and social expectations shape attendance.
- Findings inform interdisciplinary discussions on temporality and participation in education.
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