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

Investor logo

Warning

This publication doesn't include Faculty of Education. It includes Faculty of Arts. Official publication website can be found on muni.cz.
Authors

ŠALAMOUNOVÁ Zuzana FUČÍK Petr

Year of publication 2021
Type Article in Periodical
Magazine / Source Educational Studies
MU Faculty or unit

Faculty of Arts

Citation
Web https://www.tandfonline.com/doi/pdf/10.1080/03055698.2019.1706042?casa_token=zjnmmw2LsHoAAAAA:RorVLRanrwvG64X0cXlzWEArJdgbNuasZbqAqUSiRt55j8J6EgeiRIJhw2FRYG4nJZHpJlGNFAvE
Doi http://dx.doi.org/10.1080/03055698.2019.1706042
Keywords Participation; classroom discourse; peer status; likeability; dominance
Description 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.
Related projects:

You are running an old browser version. We recommend updating your browser to its latest version.