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The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom
Author(s) -
Chen Gaowei,
Zhang Jiahong,
Chan Carol K. K.,
Michaels Sarah,
Resnick Lauren B.,
Huang Xiaorui
Publication year - 2020
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1002/berj.3600
Subject(s) - psychology , student engagement , mediation , perspective (graphical) , perception , anxiety , structural equation modeling , social psychology , developmental psychology , pedagogy , sociology , social science , statistics , mathematics , artificial intelligence , neuroscience , psychiatry , computer science
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 ( N 7th grade = 1,146 and N 8th 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.