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p. 248 2nd result

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Professor Jordan Hyde, "It depends...researchers have found that there is cultural variety in terms of whether speaking out in class enhances or impairs student learning. in the case of most middle class...Americans of European descent...when they tend to speak up in class they tend to remember things better and have their performance improved, on average. Whereas East Asian students who are here on student visas or first generation, when they are required to speak up in class they actually learn less and retain less."

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Micari=p.45, last pp. "Indeed, many students, especially those with high levels of..."
Rocca= p. 6 It is possible that the instructor contributes to this fearful environment and lack of participation by students. Neer (1987) found that students high in classroom apprehension feel anxious if the instructor stops talking or challenges them.

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Weaver=p.590 section on confidence says 4th largest direct; 5th largest indirect effect on participation and supports/maintains positive social energy of classroom. 52% of variables relate to variations of confidence in the study according to the paragraph on this page.

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Fritschner= statistics that prove the formal struture for participation is different via course level -"When the introductory-level classes were compared with the upper- level classes, the data indicated that the kind of talk that occurred in the classroom differed by course level. In the introductory classes, instruc- tor-initiated questions or comments accounted for 46.6% of all interac- tions, student-initiated questions or comments for 41.9% of the verbal participation, direct questions for 5.5% of all interactions, and "offhand" comments for 6% of the interactions. In the upper-division classes, in- structors initiated 25.6% of all classroom interactions; students initiated two thirds of the interactions (64.5%). Direct questions were only 2.5% of all verbal interactions, and "offhand" comments accounted for 7.3% of the interactions in the upper-level classes. (See Table 5.)" p. 348 pp. 3

Myer/Hunt=p.115 "Yet, the focus group participants found par-ticipation sheets to be ineffective in some regards and counterproductive in others." ;;;
Shy people disadvantage=p.105 "it hurts the people..." and "It does not even matter..."
Quality participation?=p.106 "I think somebody could be..."
Immediacy p. 108 "overwhelms all other instructor behaviors..."
climate=p. 110 "second, in terms of the classroom climate..."

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Weaver=p.586 bottom pp. proves from survey that students found student faculty most helpful due to effect on confidence and proved previous data the s/f interaction has greatest effect on classroom.
Rocca= p. 7 bottom pp. Gleason(1986)...Gleason noted that making the space feel smaller will encourage the students to feel that it is a more personal environment.This ties in closely with her second suggestion of creating a "suportive climate"
p. 34 pp. 1--under verbal aggression--"Students are less likely to participate in class when they perceive the climate in the classroom as negative" (Berdine,1986)
p. 33 pp. 1 sent. 2 under--Immediacy--"A positive linear relationship was found between frequency of class participation and perceived instructor immediacy."

Myer/Hunt=p.115 "Yet, the focus group participants found par-ticipation sheets to be ineffective in some regards and counterproductive in others." ;;;
Shy people disadvantage=p.105 "it hurts the people..." and "It does not even matter..."
Quality participation?=p.106 "I think somebody could be..."

Immediacy p. 108 "overwhelms all other instructor behaviors..."
climate=p. 110 "second, in terms of the classroom climate..."

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student faculty correlation with confidence

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student faculty correlation with confidence

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Micari=p.44 column 2 pp. 2;;;Student-Faculty relationship was a positive predictor of confidence;;;p.45 pp.2 "A positive relationship to the professor also...;;;

Komarraju="Faculty members taking an interest in their students’ academic progress could potentially make significant contributions in increasing their intellectual and professional development" (pp.1 sent: 30 ;;; "Whereas previously they may have relied on parents or other family members for professional guidance, they now have another resource they can draw on, their faculty members. This would be of particular relevance in the case of students who might be from first-generation, minority, or underprivileged backgrounds. Hence, students who perceive their faculty members as being approachable and are able to engage them in conversation outside the immediate classroom could likely benefit career-wise." 3rd pp. from bottom

Weaver=p.586 bottom pp. proves "As Figure 1 shows..." s/f is successful due to impact on confidence and top of p.587 specifically

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Myers, Martin, and Mottet

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Fritschner

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Rocca, Kelly

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Micari, Pazos

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Komarraju, Musulkin, Bhattacharya

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Project MUSE - Role of Student-Faculty Interactions in Developing College Students' Academic Self-Concept, Motivation, and Achievement

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Student-faculty interactions can be crucial in developing students' academic self-concept and enhancing their motivation and achievement. Colleges and universities that actively foster close and frequent contact between their students and faculty members are more likely to reap a host of benefits from such initiatives.

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Meyer and Hunt

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"Rethinking Evaluation Strategies for Student Participation" by Kevin R. Meyer and Stephen K. Hunt

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Basic communication course instructors encourage student participation in the classroom by employing a variety of strategies, including graded participation. The present study examined the methods that basic course instructors use to facilitate and assess student participation in the classroom through focus groups interviews exploring how students perceive graded participation in the basic course.

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Weaver and Qi