Abstract: Student absenteeism is a complex systemic problem, often described in the literature as a multifactorial phenomenon, which is not only related to the lack of interest of the student, but also to the educational environment. This article analyzes these determinants using data from responses collected from undergraduate students (N = 63). The ten items of the questionnaire that reflect the perceived motives of the students for absenteeism were analyzed through the Exploratory Factorial Analysis. This analysis evidenced a solid three-factor organization that reveals instructional references, personal and motivational determinants, and logistical constraints. These unknown dimensions were later included in a binary logistic regression model that estimates the likelihood of repeated absenteeism. The results indicate that stronger intrinsic motivation and positive perceptions of the quality of training significantly reduce the likelihood of repeated absenteeism, while logistical barriers and work-related commitments substantially increase it. Other factors, including extrinsic motivation and personal hardship, did not show statistically significant effects. The results highlight the complex nature of absenteeism and highlight the imposition of introduced pedagogical and institutional strategies addressing both motivational processes and structural limitations. The article uses practical examples from an underfunded university environment to show how students from socioeconomic backgrounds can be motivated to participate more actively.

Keywords: Student Absenteeism, Higher education, Motivational factors, Quality of training, Structural barriers, Exploratory factorial analysis, Logistic regression

Pages: 35-51