Citation

Doyle MD, Lockwood B, Comiskey JG. Disasters 2017; 41(4): 748-763.

Affiliation

Assistant Professor, Department of Criminal Justice, Monmouth University, United States.

Copyright

(Copyright © 2017, John Wiley and Sons)

DOI

10.1111/disa.12224

PMID

28133782

Abstract

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.

© 2017 The Author(s). Disasters © Overseas Development Institute, 2017.

Language: en

Keywords

Superstorm Sandy; academic achievement; academic motivation; higher education; natural disaster