Quadratic and cubic trends significantly improved the linear model of teacher and student behavior, showing the importance of studying nonlinearity¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: tool and model accuracy changes quickly

Subclaims¶

q2 i? For both teachers, adding quadratic and/or cubic terms significantly improved the linear regression model of the behavioral time-series. → Pennings 2017

Evidence¶

Pennings 2017¶

Pennings, H. J. M. (2017). Using a Complexity Approach to Study the Interpersonal Dynamics in Teacher-Student Interactions: A Case Study of Two Teachers. Complicity: An International Journal of Complexity and Education, 14(2). https://complicityjournal.org doi:10.29173/cmplct29338

q2 · i? · associational · r1

Ordinary least squares regression trend analysis of the two classrooms' time-series (Table 2 reports R2 linear and ΔR2 quadratic and cubic terms with significance markers). The article concludes this "shows the importance of studying the nonlinearity".

"Both for Ethan and Sam, the quadratic and/or the cubic terms significantly improved the linear model. This also shows the importance of studying the nonlinearity."

Discussion¶

Related Claims¶

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