Loading...
Please wait, while we are loading the content...
Similar Documents
Les effets directs des variables d’infl uence de la participation verbale en classe des étudiants universitaires
| Content Provider | Semantic Scholar |
|---|---|
| Author | Kozanitis, Anastassis Chouinard, Roch |
| Copyright Year | 2007 |
| Abstract | L’article rapporte les resultats d’une etude qui vise a identifi er les facteurs d’infl uence de la participation verbale des etudiantes et etudiants en classe universitaire et a documenter les relations entre ces facteurs. Les donnees ont ete recueillies a l’aide d’un questionnaire auto-rapporte administre aupres de 538 etudiants (64% de femmes et 36% d’hommes) d’une universite francophone du Canada. Des analyses de variance ont ete effectuees dans le but d’identifi er les eventuels effets directs et d’interaction associes aux facteurs retenus. Les resultats montrent que les hommes et les etudiants plus âges rapportent participer verbalement davantage que les femmes et les etudiants plus jeunes. De plus, les etudiants qui poursuivent des buts intrinseques plus eleves rapportent participer davantage que les etudiants qui poursuivent des buts intrinseques plus faibles. Cependant, quelques resultats contrastants ont ete observes au niveau des variables en lien avec l’enseignante ou l’enseignant. Enfi n, des effets moderateurs ont ete identifi es, notamment pour des variables motivationnelles. The article reports the results of a study that aims to identify the factors that infl uence university classroom verbal participation and investigates the relations between these factors. The data were collected by means of a questionnaire administered to 538 students (64% female and 36% male) in a French-speaking university of Canada. Analyses of variance were used to identify the possible direct and interaction effects between factors. The results show that male students and nontraditional age students indicate that they are engaged in more verbal participation than female students and traditional age students. Furthermore, students with higher intrinsic goals report that they participate more than students with weaker intrinsic goals. However, some contrasting results were observed with the instructor related variables. Finally, moderating effects were identifi ed, notably for some motivational variables. |
| Starting Page | 1 |
| Ending Page | 28 |
| Page Count | 28 |
| File Format | PDF HTM / HTML |
| Volume Number | 37 |
| Alternate Webpage(s) | http://journals.sfu.ca/cjhe/index.php/cjhe/article/download/538/582 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
