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

Abstract

In order for students to succeed academically instructors must foster a supportive and connected learning environment. Importantly, not only do instructors need to connect with students, they also need to allow students the opportunity to connect with one another. Following that framework, aligned with the Dimensions of Learning model, we examined teacher confirmation behaviors and student-to-student connectedness as predictors of students' willingness to talk in class and preparedness for class (e.g., reading assigned chapters). Results found student-to-student connectedness mediated the relationships between teacher confirmation behaviors and in-class student involvement. Thus, this co-constructed, positive classroom climate nurtures student involvement. Student-to-student connectedness also served as a stronger predictor of student involvement than class size. Regardless of class size, student-to-student connectedness is an important classroom resource that instructors need to tap into as they try to engage their students.