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Drawing on social-science research, it develops the EVLN constructs—exit, voice, loyalty, and neglect—and argues that they are internally related rather than independent. An act-frequency approach is applied to construct measurement and is used to develop and validate the EVLN model as a foundation for future predictive 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higher education is the provision of an abstract theoreticalmodel capable of integrating various student responses to dissatisfaction.Drawing upon recent work in the social sciences,we propose exit,voice,loyaltyand neglect(EVLN)as a parsimonious means of understanding therelationships among the different responses to dissatisfaction.We use an actfrequency approach to develop and validate the EVLN constructs as apreliminary first step toward future predictive theory.  \n## RÉSUMÉ\n\nLa définition d'un modele théorique abstrait capable d'intégrer les différentesréactions de mécontentement des étudiants est une tache importante dans ledomaine de I'enseignement supérieur.En nous appuyant sur des recherchesrécentes en sciences sociales,nous proposons “sortie,voix,loyauté et manqued'attention”comme moyen parcimonieux pour comprendre les relations entreles différentes reactions de mécontentement.Nous utilisons une approche defréquence d'actions pour élaborer et valider les concepts de“sortie,voix,loyauté et manque d'attention”,ce qui constitue un premier pas vers unethéorie predictive future.  \nThe authors would like to thank all those who helped administer the variousquestionnaires.The paper benefited from discussions with Bill Cooper,Lorraine Dykeand Bob Wilson.The paper also benefited from comments received during presentationof an earlier version at the 1989 annual CSSE meetings and from the CJHE reviewers.SSHRC funding provided to the first two authors is also gratefully acknowledged.Finally,the usual absolutions apply.  \n72 Tom Mahaffey,Dean Neu and Alison Taylor  \nStudent responses to dissatisfying conditions take many forms.Some studentsdrop out altogether.Others only stop going to class.Some students voice theirconcerns by running for student government,while yet others quietly resolve towork that much harder.  \nResearchers have addressed the issue of student dissatisfaction in a numberof studies.For example,McCutcheon and Beder(1987)looked at the causes ofabsenteeism among college students.Researchers have also examined thesignificance of student voice mechanisms(cf Diener,1973).Other researchers(cf Bean,1980,1983;Brigman and Stagner,1979;Winteler 1987)have studieddropouts,stopouts and transfers,finding that a variety of personal,social andinstitutional factors influence students'responses.What is notable about muchof this research is the treatment of various student responses to dissatisfaction asseparate phenomena.As yet unexamined is the notion that absenteeism,dropouts,transfers,activism and even stoic resignation may all be internallyrelated.As a result,previous studies do not help us to understand the inter-relationships among student responses to dissatisfaction or why one studentmay voice his/her displeasure while another,when faced with an identicalstimulus,may gradually withdraw from the source of dissatisfaction andeventually drop out.  \nExit,Voice,Loyalty,and Neglect(EVLN)has been suggested as aparsimonious and yet integrated means of looking at responses to dissatisfyingsituations(Rusbult,Zembrodt and Gunn,1982).EVLN has been used to studytopics as diverse as romantic relationships(Rusbult,Zembrodt and Gunn,1982)and employee dissatisfaction(Farrell,1983;Mahaffey and Neu,1988;Withey&Cooper,1989).In the context of education,EVLN would incorporate dropout(as a form of exit)and absenteeism(as a form of neglect)as expressions ofdissatisfaction while recognizing that other responses such as joining studentgovernment (voice)are also possible.  \nAn increased understanding of student responses to dissatisfaction is ofinterest to a wide-ranging audience both because of the financial costsassociated with attrition (Langer et al,1987;State University of New York,1987)as well as the personal costs that accrue to students,their families andfriends.  \nAn","cbCairIiRqBq8xnk","https://ap.wps.com/l/cbCairIiRqBq8xnk","pdf",589884,"English","# ABSTRACT\n## The EVLN Model\n## Act-Frequency Approach and Construct Development\n## Measurement Process\n## Concluding Comments","[{\"question\":\"What does the EVLN framework describe in the context of student dissatisfaction?\",\"answer\":\"EVLN describes how students respond to dissatisfaction through exit, voice, loyalty, and neglect, treating these responses as part of an integrated set rather than separate phenomena.\"},{\"question\":\"Why do the authors move from prior studies to an EVLN-based model?\",\"answer\":\"They argue that earlier research often treats different student responses as independent, while the paper proposes they may be internally related—explaining why identical stimuli can lead to different outcomes.\"},{\"question\":\"How is the act-frequency approach used in this paper?\",\"answer\":\"The act-frequency approach is used to develop and validate EVLN measures, supporting the construction of the EVLN constructs and laying groundwork for later predictive theory.\"}]","Exit,Voice,Loyalty and Neglect as Student Responses to Dissatisfaction - Act Frequency Approach | PDF",48]