How vocal and silent forms of participation in combination relate to student achievement
Bibliographic Data
| ID | 21335892 |
|---|---|
| Authors | Klára Šeďová (0000-0003-0301-9500, Masaryk University, corresponding author), Martin Sedláček (0000-0002-4999-7871, Masaryk University) |
| Year | 2023 |
| Volume | 51 |
| Issue | 2 |
| Pages | 343-361 |
| Publication date | 2023-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Instructional Science (JOURNAL) |
| Journal identifiers | ISSN: 0020-4277 • E-ISSN: 1573-1952 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11251-022-09609-1 |
| OpenAlex | W4317740052 |
| Language | EN |
| Citations received | 7 |
| References cited | 49 |
We adopted a person-oriented approach to identify patterns of how classroom talk and internal behavioral engagement are combined in students. The research was conducted on a sample of 639 ninth-grade students (32 classes). We measured the duration of classroom talk for each individual student during Czech language and language arts lessons. The students completed an inventory to determine their internal behavioral engagement. Student achievement was measured using the results from standardized reading literacy tests. We also inquired about the socioeconomic backgrounds of the students. We identified five distinct participation profiles (eager, chatty, diligent, aloof, and disconnected) and analyzed whether the profiles could predict student achievement. We found that the profile with high talk and high internal behavioral engagement performed best, and the profile with low talk and low internal behavioral engagement performed worst. Analyzing the inconsistent profiles, we found that high internal behavioral engagement did not guarantee student achievement if the engagement was not accompanied by talk. Our findings thus highlight the important role of classroom talk in relation to student learning
Academic achievement · Educational psychology · Language arts · Linguistics · Literacy · Mathematics education · Ninth · Pedagogy · Reading (process) · Socioeconomic status · Sociology · Student engagement · Child Development and Digital Technology · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
Learning to be wrong
Classroom interactions
Who benefits from teaching quality
How does teacher-student interaction shape students’ verbal participation initiative? A multimodal analysis of 2 018 classroom video recordings
Vocal participation and attentive listening in teacher-led classroom discussions
Investigating educational dialogue
Opening the Gateway to Oral Participation
Socializing Intelligence Through Academic Talk and Dialogue
Covariates and Mixture Modeling
Supporting girls’ and boys’ engagement in math and science learning
The Measurement of Student Engagement
Latent Class Cluster Analysis
Student engagement, context, and adjustment
Model selection and psychological theory
The Math and Science Engagement Scales
Staying Engaged
Friends, academic achievement, and school engagement during adolescence
Engaging with others’ mathematical ideas
Support, belonging, motivation, and engagement in the college classroom
Cutoff criteria for fit indexes in covariance structure analysis
Confirmatory factor analysis with ordinal data
School Engagement
Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures
All better than being disengaged
Are student engagement and peer relationships connected to student participation in classroom talk
Troubles with dialogic teaching
A Motivational Perspective on Engagement and Disaffection
The anatomy of adolescents’ emotional engagement in schoolwork
Adolescent Behavioral, Emotional, and Cognitive Engagement Trajectories in School and Their Differential Relations to Educational Success
Do they really need to raise their hands? Challenging a traditional social norm in a second grade mathematics classroom
Developing dialogic teaching
Cultural capital and academic achievement in post-socialist Eastern Europe
Not Just Robo-Students
Adolescent educational success and mental health vary across school engagement profiles
A standard international socio-economic index of occupational status
Persistent Inequality in Educational Attainment and its Institutional Context
| Citations per year | 3.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |