Students' Perceptions of Communication Ease and Engagement: How They Relate to Academic Success

• Published in: American annals of the deaf (Washington, D.C. 1886) D.C. 1886), 1991-12, Vol.136 (5), p.414-421
• Main Authors: Long, Gary, Stinson, Michael S., Braeges, Judith
• Format: Article
• Language: English
• Subjects: Academic Achievement; Academic learning; Achievement Tests; Adolescent; Adolescents; Adult; Child; Communication; Communication Skills; Correlations; Deafness - psychology; Education, Special; Educational Status; Ethnicity; Female; Grades (Scholastic); Hearing Impairments; Humans; Intelligence quotient; Male; Mathematics education; Perception; Performance Factors; Prediction; Regression coefficients; Schools; Secondary Education; Self Concept; Self Evaluation (Individuals); Self perception; Standardized Tests; Student Attitudes; Student Participation; Students; Teachers
• ISSN: 0002-726X; 1543-0375; 1543-0375
• DOI: 10.1353/aad.2012.0455

The extent to which students' self-perceptions of communication ease and engagement relate to their academic achievement was assessed in a study of 95 high school students enrolled in a large urban school for the deaf. Four dimensions of classroom communication were measured: students' understanding of teachers, students' understanding of peers, and positive and negative feelings about communication at school. Engagement, the extent students report being excited and actively involved in the classroom, predicted only teacher-assigned grades when the variance of background variables such as residual hearing and IQ was removed. However, communication ease made a significant contribution to the prediction of the three standardized achievement test scores, as well as grades, when background variance was removed. The results suggest that students are more likely to learn if they perceive themselves as being effective in communicating and have positive feelings about the communication that occurs.