"The Impact of Quiet Quitting on University Students: A Phenomenologica" by Molly Caldwell

Document Type

Honors Thesis

Degree Name

Bachelor of Science

Date of Award

Spring 4-16-2025

Abstract

This study explored the potential phenomena of quiet quitting in higher education among college students and how they approached their role as a student. The researcher sought to understand if the disconnect observed in current students resembled quiet quitting behaviors and to determine if there was a phenomenon beyond student disengagement. The research questions investigated whether a phenomenon was occurring among college students independent of disengagement, if college students engaged in behaviors indicative of quiet quitting, and if students perceived that quiet quitting had any impact on their educational outcomes such as grades, involvement, graduation, or job prospects. Data collection included responses to structured questions in a questionnaire and open-ended inquiries during interviews. Using a qualitative research design with a phenomenological study method, information was gathered through individual interviews with college students at East Texas A&M University. Five cluster sections emerged from the survey: emotions regarding university, transferring and delaying work, additional effort in studies, communication with students and professors, and disengagement. Five additional themes identified from the interviews included dissatisfaction with university practices, lack of negative and positive consequences, college as a career prerequisite, exhausted academic stamina, and connection to school. Based on foundational studies and the research collected through surveys and interviews, a prominent theme emerged among university students of this generation as they shifted their perspective of higher education from a place to gain knowledge beyond what secondary school could provide to a necessary experience that provides tools strictly for building a career.

Advisor

Jennifer Hudson

Included in

Psychology Commons

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