Research Repository

Embrace Chattering Students: They May Be Building Community and Interest in Your Class

Sandstrom, GM and Rawn, CD (2015) 'Embrace Chattering Students: They May Be Building Community and Interest in Your Class.' Teaching of Psychology, 42 (3). 227 - 233. ISSN 0098-6283

Full text not available from this repository.

Abstract

When students chatter in class it can be disruptive, but could that chatter also have some redeeming qualities? We asked students to keep track of their social interactions in a particular class. On days when students had more social interactions than usual, they reported a greater sense of belonging, which was, in turn, related to greater class enjoyment (i.e., a within-person effect). Further, students who tended to have more social interactions than others reported a greater sense of belonging, which was, in turn, related to greater class enjoyment (i.e., a between-person effect). These results held when examining daily ratings of social interactions, belonging, and class enjoyment, and when examining overall end-of-semester ratings. Critically, higher average daily feelings of belonging mediated the effect of the number of average daily classroom interactions on students’ end-of-semester class enjoyment and marginally on grades. For educators, promoting peer-to-peer conversation may create a positive effect by which students judge the overall class experience positively. © 2015, SAGE Publications. All rights reserved.

Item Type: Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Faculty of Science and Health > Psychology, Department of
Depositing User: Jim Jamieson
Date Deposited: 19 Oct 2015 09:50
Last Modified: 02 Jan 2018 23:15
URI: http://repository.essex.ac.uk/id/eprint/15299

Actions (login required)

View Item View Item