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

J 2020

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

SEDLÁČEK, Martin a Klára ŠEĎOVÁ

Základní údaje

Originální název

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

Autoři

SEDLÁČEK, Martin (203 Česká republika, garant, domácí) a Klára ŠEĎOVÁ (203 Česká republika, domácí)

Vydání

Learning, Culture and Social Interaction, Elsevier, 2020, 2210-6561

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

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

Stát vydavatele

Nizozemské království

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 2.059

Kód RIV

RIV/00216224:14210/20:00114146

Organizační jednotka

Filozofická fakulta

DOI

http://dx.doi.org/10.1016/j.lcsi.2020.100411

UT WoS

000569178700012

Klíčová slova anglicky

Dialogic teaching; Student talk; Student engagement; Relationship with peers

Štítky

rivok

Příznaky

Recenzováno

Změněno: 15. 1. 2022 10:49, doc. Mgr. Martin Sedláček, Ph.D.

Anotace

V originále

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.

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

SEDLÁČEK, Martin a Klára ŠEĎOVÁ. Are student engagement and peer relationships connected to student participation in classroom talk? Learning, Culture and Social Interaction. Elsevier, 2020, roč. 26, September, s. 1-12. ISSN 2210-6561. Dostupné z: https://dx.doi.org/10.1016/j.lcsi.2020.100411.

@article{1657519,
   author = {Sedláček, Martin and Šeďová, Klára},
   article_number = {September},
   doi = {http://dx.doi.org/10.1016/j.lcsi.2020.100411},
   keywords = {Dialogic teaching; Student talk; Student engagement; Relationship with peers},
   language = {eng},
   issn = {2210-6561},
   journal = {Learning, Culture and Social Interaction},
   title = {Are student engagement and peer relationships connected to student participation in classroom talk?},
   url = {https://www.sciencedirect.com/science/article/pii/S2210656120300817},
   volume = {26},
   year = {2020}
}

TY  - JOUR
ID  - 1657519
AU  - Sedláček, Martin - Šeďová, Klára
PY  - 2020
TI  - Are student engagement and peer relationships connected to student participation in classroom talk?
JF  - Learning, Culture and Social Interaction
VL  - 26
IS  - September
SP  - 1-12
EP  - 1-12
PB  - Elsevier
SN  - 22106561
KW  - Dialogic teaching
KW  - Student talk
KW  - Student engagement
KW  - Relationship with peers
UR  - https://www.sciencedirect.com/science/article/pii/S2210656120300817
L2  - https://www.sciencedirect.com/science/article/pii/S2210656120300817
N2  - 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.
ER  -

SEDLÁČEK, Martin a Klára ŠEĎOVÁ. Are student engagement and peer relationships connected to student participation in classroom talk? \textit{Learning, Culture and Social Interaction}. Elsevier, 2020, roč.~26, September, s.~1-12. ISSN~2210-6561. Dostupné z: https://dx.doi.org/10.1016/j.lcsi.2020.100411.

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