结构方程建模
心理学
背景(考古学)
语境效应
数学教育
社会心理学
计算机科学
语言学
生物
词(群论)
机器学习
哲学
古生物学
作者
Patricia Goldberg,Wolfgang Wagner,Tina Seidel,Kathleen Stürmer
标识
DOI:10.1016/j.learninstruc.2022.101694
摘要
To determine the success of their instruction, teachers need to rely on observable cues in students' behavior. However, students exhibit different attention-related behavior within one lesson as well as compared with their peers. It is not yet clear to what extent these differences result from the design of classroom instruction and how individual and contextual factors determine students' behavior during instruction. In the present study, we applied a continuous behavior-rating system to 10 classroom videos and based our analysis on 1200 1-s intervals of N = 199 students. Using dynamic structural equation modeling, students' attention-related behavior was primarily determined by contextual factors, stressing the important role of teachers but also the impact of factors that are unique in individual classrooms.
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