Student-started eye contacts occur when teacher agency is low, and their durations increase as teacher agency decreases¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i1 small
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Teacher agency and the durations of student-started eye contacts were negatively correlated (r = −.147), with longer gaze durations corresponding with lower teacher agency. → Haataja 2021

Evidence¶

Haataja 2021¶

Haataja, E., Salonen, V., Laine, A., Toivanen, M., & Hannula, M. S. (2021). The Relation Between Teacher-Student Eye Contact and Teachers' Interpersonal Behavior During Group Work: a Multiple-Person Gaze-Tracking Case Study in Secondary Mathematics Education. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09538-w

q2 · i1 · associational · r1

In the gaze-duration correlation analysis of the case study, student-started dyadic eye contacts were the category with the lowest teacher agency, showing a negative correlation with printed effect size r = −.147 (p = .012), i.e. "longer gaze durations corresponding with lower teacher agency".

"In general, teacher agency and the durations of student-started eye contacts had a negative correlation, with longer gaze durations corresponding with lower teacher agency ( r(292) = − .147, p =. 0 1 2 )."

Discussion¶

Related Claims¶

• One-sided face-targeted gazes were more frequent than dyadic eye contacts, and student-started eye contacts outnumbered teacher-started ones — related
• Students gaze at their teacher's face more often and with longer durations during high teacher communion during small-group problem solving — related
• Teacher gazes at student faces and teacher-started eye contacts occur during high teacher agency, and teacher-started eye contacts are shorter when agency is higher — related
• The relation between eye contact and teacher interpersonal behavior differed between teachers: Joanne's agency effect was opposite and Lily's communion effect was non-significant — reports the opposite
• Teachers and students use gaze to express agency and communion during classroom problem-solving — related