NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1065338
Record Type: Journal
Publication Date: 2015-Jul
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0098-6283
Embrace Chattering Students: They May Be Building Community and Interest in Your Class
Sandstrom, Gillian M.; Rawn, Catherine D.
Teaching of Psychology, v42 n3 p227-233 Jul 2015
When students chatter in class it can be disruptive, but could that chatter also have some redeeming qualities? We asked students to keep track of their social interactions in a particular class. On days when students had more social interactions than usual, they reported a greater sense of belonging, which was, in turn, related to greater class enjoyment (i.e., a within-person effect). Further, students who tended to have more social interactions than others reported a greater sense of belonging, which was, in turn, related to greater class enjoyment (i.e., a between-person effect). These results held when examining daily ratings of social interactions, belonging, and class enjoyment, and when examining overall end-of-semester ratings. Critically, higher average daily feelings of belonging mediated the effect of the number of average daily classroom interactions on students' end-of-semester class enjoyment and marginally on grades. For educators, promoting peer-to-peer conversation may create a positive effect by which students judge the overall class experience positively.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: National Survey of Student Engagement; UCLA Loneliness Scale
Grant or Contract Numbers: N/A