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Article: The link between student-perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom
Title | The link between student-perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom |
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Authors | |
Keywords | classroom talk academically productive talk enjoyment in class discursive engagement |
Issue Date | 2020 |
Publisher | Wiley-Blackwell Publishing Ltd. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1469-3518 |
Citation | British Educational Research Journal, 2020, v. 46 n. 3, p. 631-652 How to Cite? |
Abstract | This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student‐perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student‐perceived teacher APT and student discursive engagement with classmates. Multi‐group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship. |
Persistent Identifier | http://hdl.handle.net/10722/281181 |
ISSN | 2021 Impact Factor: 2.133 2020 SCImago Journal Rankings: 1.171 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Chen, G | - |
dc.contributor.author | ZHANG, J | - |
dc.contributor.author | Chan, CKK | - |
dc.contributor.author | Michaels, S | - |
dc.contributor.author | Resnick, LB | - |
dc.contributor.author | Huang, X | - |
dc.date.accessioned | 2020-03-09T09:51:16Z | - |
dc.date.available | 2020-03-09T09:51:16Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | British Educational Research Journal, 2020, v. 46 n. 3, p. 631-652 | - |
dc.identifier.issn | 0141-1926 | - |
dc.identifier.uri | http://hdl.handle.net/10722/281181 | - |
dc.description.abstract | This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student‐perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student‐perceived teacher APT and student discursive engagement with classmates. Multi‐group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship. | - |
dc.language | eng | - |
dc.publisher | Wiley-Blackwell Publishing Ltd. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1469-3518 | - |
dc.relation.ispartof | British Educational Research Journal | - |
dc.rights | Accepted (peer-reviewed) Version This is the peer reviewed version of the following article: [British Educational Research Journal, 2020, v. 46 n. 3, p. 631-652], which has been published in final form at [http://dx.doi.org/10.1002/berj.3600]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. | - |
dc.subject | classroom talk | - |
dc.subject | academically productive talk | - |
dc.subject | enjoyment in class | - |
dc.subject | discursive engagement | - |
dc.title | The link between student-perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom | - |
dc.type | Article | - |
dc.identifier.email | Chen, G: gwchen@hku.hk | - |
dc.identifier.email | Chan, CKK: ckkchan@hku.hk | - |
dc.identifier.authority | Chen, G=rp01874 | - |
dc.identifier.authority | Chan, CKK=rp00891 | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1002/berj.3600 | - |
dc.identifier.scopus | eid_2-s2.0-85086075686 | - |
dc.identifier.hkuros | 309348 | - |
dc.identifier.volume | 46 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 631 | - |
dc.identifier.epage | 652 | - |
dc.identifier.isi | WOS:000515666700001 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0141-1926 | - |