The relationship between peer status and students’ participation in classroom discourse

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F21%3A00118718" target="_blank" >RIV/00216224:14210/21:00118718 - isvavai.cz</a>
Result on the web
<a href="https://www.tandfonline.com/doi/pdf/10.1080/03055698.2019.1706042?casa_token=zjnmmw2LsHoAAAAA:RorVLRanrwvG64X0cXlzWEArJdgbNuasZbqAqUSiRt55j8J6EgeiRIJhw2FRYG4nJZHpJlGNFAvE" target="_blank" >https://www.tandfonline.com/doi/pdf/10.1080/03055698.2019.1706042?casa_token=zjnmmw2LsHoAAAAA:RorVLRanrwvG64X0cXlzWEArJdgbNuasZbqAqUSiRt55j8J6EgeiRIJhw2FRYG4nJZHpJlGNFAvE</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/03055698.2019.1706042" target="_blank" >10.1080/03055698.2019.1706042</a>

Result language
angličtina
Original language name
The relationship between peer status and students’ participation in classroom discourse
Original language description
To intensify students learning, it is important to understand why individual students participate in classroom discourse differently. So far, there is no empirical evidence illustrating how student participation is affected by the fact that students achieve certain peer status among their classmates. Therefore, this study examines the relationship between peer status and students’ participation. We analyse data gathered via structured observation of classroom discourse and through a standardised sociometric questionnaire establishing peer status on the bases of its two dimensions: peer likeability and social dominance. The sample consisted of 639 ninth-grade students from 32 Czech classrooms. This study shows that the effects of both dimensions on students’ participation are contrary. The regression model shows that the effect of dominance on participation is stronger and is directly proportional: students who are perceived as more dominant participate more. The interconnectedness of peer status and participation intensifies among students with lower academic achievement.
Czech name
—
Czech description
—

Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
—
OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project
<a href="/en/project/GA17-03643S" target="_blank" >GA17-03643S: On the Relationship between Characteristics of Classroom Discourse and Student Achievement</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year
2021
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Similar results(10)