Дефиниция, диференциация и програма за емпирична верификация на академичната функционална дезангажираност (АФД)
ACADEMIC FUNCTIONAL DISENGAGEMENT AS A DISTINCT ACADEMIC CONSTRUCT WITH DEFINED BOUNDARIES AND AN EMPIRICAL VERIFICATION PROGRAM

Summary/Abstract: This conceptual article proposes the term Academic Functional Disengagement (AFD) as a hypothetical academic construct whose distinct status remains subject to empirical testing and which describes a specific pattern of selective and resource-organized participation in learning activities. The aim of this article is to conceptualize AFD, distinguish it from adjacent academic constructs, and formulate a program for its subsequent empirical verification. The existing literature on student engagement, academic disengagement, amotivation, academic burnout, procrastination, and related phenomena offers rich but partially overlapping explanatory frameworks that do not adequately capture cases of intentional restriction of participation without full withdrawal, demotivation, or syndromic exhaustion. The article provides a clear conceptual definition of AFD, formulates working criteria for its conceptual delineation and preliminary differentiation, and outlines its boundaries in relation to adjacent constructs. Through systematic differentiation and the construction of a nomological network, it specifies the conditions under which the distinct place of AFD within academic psychology could be supported. A coherent program for operationalization and empirical verification is also presented, including a plan for testing construct, discriminant, and incremental validity. Attention is also given to distinguishing AFD from popular descriptive labels such as “quiet quitting,” which lack the necessary conceptual and measurement precision. The article concludes by specifying criteria for empirical support or rejection of the proposed construct and by outlining directions for future research.

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