A Cross-Lagged Longitudinal Study of Student Hand-Raising: Stability and Reciprocal Dynamics With Elaboration and Self-Concept

• In Event: New Directions in Studying Classroom Discussion and Participation

Abstract

Student hand-raising is one of the most salient student behaviors in everyday classrooms. Despite its educational significance, research on student hand-raising is scarce. In the present video study, we observed students’ hand-raising behavior in 376 high school students across multiple lessons during one school year. Results show that hand-raising seems to be rather stable across time with nearly 50% of the variance attributable to individual students and limited variability attributable to lessons and classrooms. A latent cross-lagged panel model illustrated the reciprocal dynamics between hand-raising and cognitive and motivational learner characteristics: Specifically, hand-raising functioned as both an antecedent and an outcome of students’ cognitive elaboration, while students’ self-concept at the beginning of the school year predicted changes in hand-raising.

Authors

• Ricardo Böheim, Technical University of Munich

• Martin Daumiller, University of Augsburg

• Tina Seidel, Technical University of Munich