Co-constructing Student Involvement: An Examination of Teacher Confirmation and Student-to-Student Connectedness in the College Classroom

By R. Sidelinger, Melanie Booth‐Butterfield. 2010

178 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4ed963bd5c5ecd4299683cf25b168867553e209b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Doris Holzberger
2. K. Schnitzler
3. K. J. Herrmann
4. Tina Seidel
5. J. Scheerens

In Social Psychology

1. K. Schnitzler
2. K. J. Herrmann
3. Doris Holzberger
4. Tina Seidel
5. J. Scheerens

Citations in the corpus

• The impact of cooperative learning on student engagement: Results from an intervention (2013, background): “These items are consistent with definitions and survey questions in other studies measuring in-class participation (Rocca, 2010; Sidelinger and Booth-Butterfield, 2010).”
• All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement (2020, background): “Busy students, who clearly express their strong willingness to contribute, might do so to impress their teachers (Nurmi and Kiuru 2015), display their high knowledge, or receive confirmation (Sidelinger and Booth-Butterfield 2010).”