{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,3]],"date-time":"2026-10-03T07:52:57Z","timestamp":1791013977588,"version":"4.1.0"},"reference-count":29,"publisher":"Wiley","license":[{"start":{"date-parts":[[2026,10,3]],"date-time":"2026-10-03T00:00:00Z","timestamp":1790985600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,10,3]],"date-time":"2026-10-03T00:00:00Z","timestamp":1790985600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["febs.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["FEBS Open Bio"],"abstract":"<jats:p>Student engagement with in\u2010person teaching remains a key challenge in undergraduate bioscience education, particularly in large\u2010cohort and commuter\u2010dominated contexts. This study evaluates a dual\u2010mechanism framework encompassing macro\u2010level structural determinants influencing attendance and micro\u2010level affective determinants influencing in\u2010class spatial behaviour. Survey data were collected from 891 undergraduate bioscience students across three London universities. Attendance barriers were assessed using ranked\u2010choice responses across 15 pedagogic factors and analysed using weighted priority scores. Seating behaviour was captured through self\u2010reported habitual classroom positioning. Non\u2010parametric analyses examined variation across institutional, commuting, demographic, and health\u2010related variables. Consistent with the hypothesis, attendance was primarily associated with macro\u2010level academic and structural factors, with workload management and reliance on recorded teaching emerging as the highest\u2010priority barriers across all institutions. Institutional differences reflected variation in lecture\u2010capture provision and teaching practices. Journey length was associated with academic readiness barriers, particularly for medium\u2010distance commuters, while demographic characteristics showed limited independent influence once structural factors were considered. In contrast, seating behaviour was strongly associated with micro\u2010level affective factors, particularly social anxiety and sensitivity to crowding. Students reporting these factors tended to select peripheral or low\u2010density areas, with minimal influence from institutional or commuting variables. These findings support a dual\u2010dimensional model in which attendance is shaped by structural conditions, while spatial behaviour reflects sensory and emotional factors, with implications for lecture\u2010capture, timetabling and inclusive learning environments in bioscience teaching.<\/jats:p>","DOI":"10.1002\/2211-5463.70352","type":"journal-article","created":{"date-parts":[[2026,10,3]],"date-time":"2026-10-03T07:16:31Z","timestamp":1791011791000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Determinants of undergraduate bioscience engagement: Validating attendance barriers and classroom spatial behaviour across institutions"],"prefix":"10.1002","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7147-1550","authenticated-orcid":false,"given":"Nigel","family":"Page","sequence":"first","affiliation":[{"name":"School of Life Sciences, Pharmacy and Chemistry Kingston University London  Kingston upon Thames UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7516-215X","authenticated-orcid":false,"given":"Rachel J.","family":"Hunt","sequence":"additional","affiliation":[{"name":"Faculty of Life Sciences and Medicine King's College London  UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lauren J.","family":"Albee","sequence":"additional","affiliation":[{"name":"Faculty of Life Sciences and Medicine King's College London  UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Daniel","family":"Berwick","sequence":"additional","affiliation":[{"name":"School of Health and Medical Sciences, City St George's University of London  UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Alison","family":"Snape","sequence":"additional","affiliation":[{"name":"Faculty of Life Sciences and Medicine King's College London  UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,10,3]]},"reference":[{"key":"e_1_2_13_2_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602938.2020.1754330"},{"key":"e_1_2_13_3_1","doi-asserted-by":"publisher","DOI":"10.1177\/14697874251366213"},{"key":"e_1_2_13_4_1","doi-asserted-by":"publisher","DOI":"10.1002\/berj.4108"},{"key":"e_1_2_13_5_1","unstructured":"LiP\u2010H(2024)Student experience in HEIs: What does the evidence say about the ethnicity awarding gap?The Diversity of Student Experience Project. 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