How vocal and silent forms of participation in combination relate to student achievement

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F23%3A00130274" target="_blank" >RIV/00216224:14210/23:00130274 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/article/10.1007/s11251-022-09609-1#citeas" target="_blank" >https://link.springer.com/article/10.1007/s11251-022-09609-1#citeas</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s11251-022-09609-1" target="_blank" >10.1007/s11251-022-09609-1</a>

Jazyk výsledku

angličtina

Název v původním jazyce

How vocal and silent forms of participation in combination relate to student achievement

Popis výsledku v původním jazyce

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 background of 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 inconsistent profiles, we found that internal behavioral engagement does not guarantee the student achievement when not accompanied by the talk. Our findings thus highlight the important role of classroom talk in relation to student learning.

Název v anglickém jazyce

How vocal and silent forms of participation in combination relate to student achievement

Popis výsledku anglicky

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 background of 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 inconsistent profiles, we found that internal behavioral engagement does not guarantee the student achievement when not accompanied by the talk. Our findings thus highlight the important role of classroom talk in relation to student learning.

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

Výsledek vznikl pri realizaci vícero projektů. Více informací v záložce Projekty.

Návaznosti

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

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název periodika

INSTRUCTIONAL SCIENCE

ISSN

0020-4277

e-ISSN

1573-1952

Svazek periodika

51

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

19

Strana od-do

343-361

Kód UT WoS článku

000919704600001

EID výsledku v databázi Scopus

2-s2.0-85146715362