DescriptionPurpose: This study seeks to bridge a gap in the literature on possible links between children’s peer relations (PR), their subjective social status (SSS) and teachers’ immediate visual attentiveness, and to understand how these factors can shape their interactions.
Background: Children’s PR and SSS individually influence and are influenced by interactions with peers, teachers, and others. Positive PR are linked to reduced dropouts, improved self-esteem, and positive outcomes. Teachers’ ‘invisible hand’ can substantially influence PR quality. In addition, children’s SSS is thought to impact academic outcomes, but to date, little research assessed it. Furthermore, instant visual attention plays a noteworthy role in learning and interaction. The need for studying real-time student-teacher interactions (e.g.,
gaze) is stressed in the literature, yet limited research is available. Therefore, the main question is ‘How do children’s PR and SSS relate to real-time teacher gaze?’. Methods: The study adopts a complex correlational design. The opportunity sampled data collection is strategized as real-time in classrooms from year 5/6 mainstream UK pupils and teachers, using Tobii-3-Pro eye-tracker and self-assessment questionnaires. As known limitations, expert teachers versus novices register different gaze time to process classroom occurrences; additionally, eye-tracking glasses might interfere with wearing sight-glasses. Thus, a pilot precedes the main analysis due to using novel technology, to better asses the
limitations. Conclusions: This research can raise awareness on visual attention, inform practice and policymakers, improve decision-making processes and children’s/teachers’ experiences. Additionally, can bridge the literature gap by assessing unprecedented factor combination using the latest technology in naturalistic settings.
|Period||14 Sep 2022|
|Event title||Psychology of Education Section Annual Conference 2022|
|Location||Oxford, United Kingdom|
|Degree of Recognition||National|