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 and Petr FUČÍK

Basic information

Original name

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

Authors

ŠALAMOUNOVÁ, Zuzana (203 Czech Republic, guarantor, belonging to the institution) and Petr FUČÍK (203 Czech Republic, belonging to the institution)

Edition

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

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

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

Country of publisher

United Kingdom of Great Britain and Northern Ireland

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

URL

Impact factor

Impact factor: 1.500

RIV identification code

RIV/00216224:14210/21:00118718

Organization unit

Faculty of Arts

DOI

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

UT WoS

000504193800001

Keywords in English

Participation; classroom discourse; peer status; likeability; dominance

Abstract

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.

Links

GA17-03643S, research and development project

Name: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

Investor: Czech Science Foundation, On the Relationship between Characteristics of Classroom Discourse and Student Achievement

Citovat

ŠALAMOUNOVÁ, Zuzana and Petr FUČÍK. The relationship between peer status and students’ participation in classroom discourse. Educational Studies. England: Routledge, Taylor & Francis, 2021, vol. 47, No 4, p. 438-455. ISSN 0305-5698. Available from: https://dx.doi.org/10.1080/03055698.2019.1706042.

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   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 and Petr FUČÍK. The relationship between peer status and students’ participation in classroom discourse. \textit{Educational Studies}. England: Routledge, Taylor \&{} Francis, 2021, vol.~47, No~4, p.~438-455. ISSN~0305-5698. Available from: https://dx.doi.org/10.1080/03055698.2019.1706042.

Detailed Information on Publication Record