An exploratory analysis of a predictive model for university classroom verbal participation
The present study aims to identify the direct and indirect effects of variables affecting classroom verbal participation, and to examine the predictive value of a theoretical model. A self-reported questionnaire was administered to 538 students (344 women). Multiple regression analyses revealed direct effects for gender, time of day, and mastery goals. In addition, the influence of variables such as age, number of completed semesters, and instructor’s reaction seems to be mediated by mastery goals. All in all, the results show a reasonable heuristic value of the model.