Are student engagement and peer relationships connected to student participation in classroom talk?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F20%3A00114146" target="_blank" >RIV/00216224:14210/20:00114146 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.sciencedirect.com/science/article/pii/S2210656120300817" target="_blank" >https://www.sciencedirect.com/science/article/pii/S2210656120300817</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.lcsi.2020.100411" target="_blank" >10.1016/j.lcsi.2020.100411</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Are student engagement and peer relationships connected to student participation in classroom talk?

Popis výsledku v původním jazyce

This study examined the relationship between student participation in classroom talk, student engagement, and student relationships with their peers in the classroom. The research was conducted with 639 participants, all Czech ninth-grade students. It was carried out through observations of language arts classes where the talk time of each student was recorded. Student engagement was assessed using student self-reports and peer relationships were measured through a sociometric inventory. Data analysis indicated that students’ cognitive engagement and their influence among their peers reinforced participation in classroom talk. Social engagement and student likeability among peers, on the other hand, seemed to weaken student participation in classroom talk.

Název v anglickém jazyce

Are student engagement and peer relationships connected to student participation in classroom talk?

Popis výsledku anglicky

This study examined the relationship between student participation in classroom talk, student engagement, and student relationships with their peers in the classroom. The research was conducted with 639 participants, all Czech ninth-grade students. It was carried out through observations of language arts classes where the talk time of each student was recorded. Student engagement was assessed using student self-reports and peer relationships were measured through a sociometric inventory. Data analysis indicated that students’ cognitive engagement and their influence among their peers reinforced participation in classroom talk. Social engagement and student likeability among peers, on the other hand, seemed to weaken student participation in classroom talk.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

<a href="/cs/project/GA17-03643S" target="_blank" >GA17-03643S: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků</a><br>

Návaznosti

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

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název periodika

Learning, Culture and Social Interaction

ISSN

2210-6561

e-ISSN

—

Svazek periodika

26

Číslo periodika v rámci svazku

September

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

12

Strana od-do

1-12

Kód UT WoS článku

000569178700012

EID výsledku v databázi Scopus

2-s2.0-85085013153