The Impact of Student Participation in Classroom Discourse on Academic Achievement : The Mediating Role of Cognitive Activation

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F25%3A00143168" target="_blank" >RIV/00216224:14210/25:00143168 - isvavai.cz</a>

Result on the web

<a href="https://www.earli.org/events/earli2025" target="_blank" >https://www.earli.org/events/earli2025</a>

DOI - Digital Object Identifier

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Result language

angličtina

Original language name

The Impact of Student Participation in Classroom Discourse on Academic Achievement : The Mediating Role of Cognitive Activation

Original language description

This study explores the link between student participation, cognitive activation, and achievement in classroom settings, focusing on Czech lower-secondary students. Previous research has shown that verbal participation in class is associated with enhanced learning outcomes, though the causality and mechanisms behind this effect remain underexplored. This study contributes by presenting a newly developed inventory for measuring student participation, examining its psychometric properties, and assessing the impact of cognitive activation on achievement. Data from 2,569 students across 143 classes were collected at two time points, in sixth and seventh grades, with a focus on participation in classroom discourse, cognitive activation, and mathematics achievement. Findings reveal that sixth-grade student participation predicts seventh-grade achievement, with cognitive activation moderating this relationship. The effect is stronger for students who perceive their mathematics lessons as more cognitively engaging. This research offers theoretical insights by identifying cognitive activation as a moderator in the participation-achievement link, highlighting the need for challenging, participatory classroom environments. The newly developed inventory for measuring student participation also provides a valuable tool for large-scale studies, facilitating the evaluation of student engagement in diverse educational contexts. These findings suggest that fostering both active participation and cognitive challenge in lessons can enhance students' learning outcomes.

Czech name

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Czech description

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Type

O - Miscellaneous

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

<a href="/en/project/LX22NPO5101" target="_blank" >LX22NPO5101: The National Institute for Research on the Socioeconomic Impact of Diseases and Systemic Risks</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2025

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů