Just a phase or quiet quitting? Exploring low study activity among university students

Study delays in higher education are associated with costs for taxpayers, universities, and students. However, the perspective of students is often underrepresented in research. This paper addresses this research gap, providing first-hand insights from students with low study activity. The research questions address reasons for low study activity, students’ self-perception, and their potential for overcoming their low study activity. The analysis is based on a qualitative longitudinal study with narrative interviews with students at Austrian universities across two time points (first interview: n = 28, second interview: n = 11). Students with low study activity typically experience multiple challenges, including issues with learning behaviour and motivation. These challenges often already occur at the start of their studies. We identified three groups: students who have chosen low study activity voluntarily (group I), students who have successfully transitioned to a higher level of study activity between the two rounds of interviews (group II), and students whose low study activity has become entrenched (group III). The findings emphasise the need for tailored support that addresses the individual and often complex challenges faced by students. They also highlight the importance of recognising the transition to university as an individual process that requires time for students’ personal development.