Les effets directs des variables d’influence de la participation verbale en classe des étudiants universitaires
Abstract
The article reports the results of a study that aims to identify the factors that influence 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 identified, notably for some motivational variables.
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