Superstorm Sandy and the academic achievement of university students

Much of the literature on the consequences of natural disasters has focused on their physical and psychological ramifications. Few researchers have considered how the impacts of a natural disaster can influence academic achievement. This study analyses data collected from nearly 300 students at a mi...

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Bibliographic Details
Published in:Disasters 2017-10, Vol.41 (4), p.748-763
Main Authors: Doyle, Matthew D., Lockwood, Brian, Comiskey, John G.
Format: Article
Language:English
Subjects:
Academic achievement
academic motivation
Adolescent
Adult
Aged
College students
Colleges & universities
Cyclones
Cyclonic Storms
Data processing
Disasters
Education
Education policy
Educational institutions
Educational Status
Female
Headache
Headaches
Higher education
Humans
Male
Middle Aged
Motivation
natural disaster
Natural disasters
New England
Policies
Power
Quality
Students
Students - psychology
Students - statistics & numerical data
Suffering
Superstorm Sandy
Universities
Young Adult
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Summary:Much of the literature on the consequences of natural disasters has focused on their physical and psychological ramifications. Few researchers have considered how the impacts of a natural disaster can influence academic achievement. This study analyses data collected from nearly 300 students at a mid‐sized, private university in the northeast United States to determine if the effects of Cyclone Sandy in 2012 are associated with measures of academic achievement. The findings reveal that experiencing headaches after the event resulted in a higher likelihood of students suffering a loss of academic motivation. In addition, experiencing headaches and a loss of academic motivation were correlated with a lower grade point average (GPA) during the semester in which Sandy made landfall. However, the more direct effects of the superstorm, including displacement and a loss of power, did not have a significant bearing on academic achievement. Lastly, the paper examines the implications for higher education policy and future research.
ISSN:0361-3666
1467-7717
DOI:10.1111/disa.12224