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

J 2021

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

ŠALAMOUNOVÁ, Zuzana a Petr FUČÍK

Základní údaje

Originální název

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

Autoři

ŠALAMOUNOVÁ, Zuzana (203 Česká republika, garant, domácí) a Petr FUČÍK (203 Česká republika, domácí)

Vydání

Educational Studies, England, Routledge, Taylor & Francis, 2021, 0305-5698

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

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

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 1.500

Kód RIV

RIV/00216224:14210/21:00118718

Organizační jednotka

Filozofická fakulta

DOI

http://dx.doi.org/10.1080/03055698.2019.1706042

UT WoS

000504193800001

Klíčová slova anglicky

Participation; classroom discourse; peer status; likeability; dominance

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 14. 7. 2021 10:53, Mgr. Blanka Farkašová

Anotace

V originále

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.

Návaznosti

GA17-03643S, projekt VaV

Název: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

Investor: Grantová agentura ČR, Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

Citovat

ŠALAMOUNOVÁ, Zuzana a Petr FUČÍK. The relationship between peer status and students’ participation in classroom discourse. Educational Studies. England: Routledge, Taylor & Francis, 2021, roč. 47, č. 4, s. 438-455. ISSN 0305-5698. Dostupné z: https://dx.doi.org/10.1080/03055698.2019.1706042.

@article{1600081,
   author = {Šalamounová, Zuzana and Fučík, Petr},
   article_location = {England},
   article_number = {4},
   doi = {http://dx.doi.org/10.1080/03055698.2019.1706042},
   keywords = {Participation; classroom discourse; peer status; likeability; dominance},
   language = {eng},
   issn = {0305-5698},
   journal = {Educational Studies},
   title = {The relationship between peer status and students’ participation in classroom discourse},
   url = {https://www.tandfonline.com/doi/pdf/10.1080/03055698.2019.1706042?casa_token=zjnmmw2LsHoAAAAA:RorVLRanrwvG64X0cXlzWEArJdgbNuasZbqAqUSiRt55j8J6EgeiRIJhw2FRYG4nJZHpJlGNFAvE},
   volume = {47},
   year = {2021}
}

TY  - JOUR
ID  - 1600081
AU  - Šalamounová, Zuzana - Fučík, Petr
PY  - 2021
TI  - The relationship between peer status and students’ participation in classroom discourse
JF  - Educational Studies
VL  - 47
IS  - 4
SP  - 438-455
EP  - 438-455
PB  - Routledge, Taylor & Francis
SN  - 03055698
KW  - Participation
KW  - classroom discourse
KW  - peer status
KW  - likeability
KW  - dominance
UR  - https://www.tandfonline.com/doi/pdf/10.1080/03055698.2019.1706042?casa_token=zjnmmw2LsHoAAAAA:RorVLRanrwvG64X0cXlzWEArJdgbNuasZbqAqUSiRt55j8J6EgeiRIJhw2FRYG4nJZHpJlGNFAvE
N2  - 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.
ER  -

ŠALAMOUNOVÁ, Zuzana a Petr FUČÍK. The relationship between peer status and students’ participation in classroom discourse. \textit{Educational Studies}. England: Routledge, Taylor \&{} Francis, 2021, roč.~47, č.~4, s.~438-455. ISSN~0305-5698. Dostupné z: https://dx.doi.org/10.1080/03055698.2019.1706042.

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