How student characteristics affect girls' and boys' verbal engagement in physics instruction
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
A number of studies have reported that students participate unevenly in class.
“A number of studies have reported that students participate unevenly in class (for example Jurik et al., 2013;Clarke, 2015;Helgevold, 2016).”
From Do those who talk more learn more? The relationship between student classroom talk and student achievement (2019) · cites this paper as Jurik et al., 2013
Cited by
Sorted by citations
Schnitzler, K., Holzberger, D., & Seidel, T. (2021) · European Journal of Psychology of Education · doi:10.1007/s10212-020-00500-6 · Cited by 213 · see citing works
Self-citationSedova, K., Sedlacek, M., Svaricek, R., Majcik, M., Navratilova, J., Drexlerova, A., Kychler, J., & Salamounova, Z. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.101217 · Cited by 146 · see citing works
Flunger, B., Mayer, A., & Umbach, N. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000284 · Cited by 65 · see citing works
How vocal and silent forms of participation in combination relate to student achievement
Sedova, K., & Sedlacek, M. (2023) · Instructional Science · doi:10.1007/s11251-022-09609-1 · Cited by 16 · see citing works
“Since student socio economic background has been repeatedly examined as a predictor of student engagement or student achievement, we applied these variables into our models (see Bodovski et al., 2017; Fredricks et al., 2018; Jurik et al., 2013; Pfeffer, 2008, Tapola et al., 2013).”
Method
- Authors
- Jurik, V., Gröschner, A., & Seidel, T.
- Affiliations
- Technical University of Munich (DE)
- Corresponding author
- Jurik, Verena
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2013-02
- Volume
- 23
- Pages
- 33-42
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2000543455
- Cited by
- 99
- References
- 0
- Citations by year
- 2026: 2 · 2025: 10 · 2024: 3 · 2023: 10 · 2022: 14 · 2021: 6 · 2020: 13 · 2019: 10 · 2018: 5 · 2017: 7 · 2016: 8 · 2015: 4 · 2014: 6 · 2013: 1
- FWCI
- 17.12
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning and Instruction (publishedVersion)
- Funders
- Jacobs Foundation, Zurich, Switzerland
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Educational Methods and Outcomes
- Keywords
- student characteristics, physics education, gender differences, student-teacher interaction, cognitive ability, prior knowledge, self-concept, student interest, student profile, high school physics, classroom interaction
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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