A national sample of eighth grade students (N = 24599) described how comfortable they were about asking questions in English, science, social studies, and mathematics classes. Question‐asking comfort was positively related to family income, socio‐economic status, English language proficiency, family intellectual environment, educational aspirations, academic performance, self‐esteem, and locus of control. A significant and inverse relationship was found between question‐asking comfort and age. Results further suggest that question‐asking comfort is significantly associated with gender, ethnicity, geographic region, home language background, and perceptions of teachers' responsiveness to students.
Communication Education
Volume 43, 1994 - Issue 1
![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Reprints and Corporate Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
To request a reprint or corporate permissions for this article, please click on the relevant link below:
Academic Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
Obtain permissions instantly via Rightslink by clicking on the button below:
If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.
Related Research Data
National Education Longitudinal Study, 1988
Source:
Inter-university Consortium for Political and Social Research (ICPSR)
Archival Version
Source:
ICPSR - Interuniversity Consortium for Political and Social Research
Linking provided by
