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

Kód výsledku v 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>

Výsledek na webu

<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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Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

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

Projekt

<a href="/cs/project/LX22NPO5101" target="_blank" >LX22NPO5101: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik</a><br>

Návaznosti

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

Rok uplatnění

2025

Kód důvěrnosti údajů

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