Chen Jian, Ye Baozhong, Miao Haifeng
Guilin University of Aerospace Technology, Guilin, China.
The Tenth Affiliated Hospital of Southern Medical University (Dongguan People's Hospital), Dongguan, China.
Sci Rep. 2025 Jul 9;15(1):24786. doi: 10.1038/s41598-025-09608-5.
Currently, negative silence among students in college classroom is quite common. However, existing research on this phenomenon tends to analyze the net effects of antecedent conditions on outcome. In fact, negative silence in college classroom is the result of multiple factors working together. Therefore, this paper takes 222 college students as research samples and uses FSQCA method to analyze the relationships between five antecedent conditions (self-efficacy, fear of negative evaluation, interest, verbal immediacy, and nonverbal immediacy) and negative classroom silence from the configuration perspective. The results indicate that none of these conditions is necessary for the negative silence. On the contrary, three configurations of conditions could lead to this issue. The first configuration contains self-efficacy, fear of negative evaluation, and verbal immediacy. The second configuration includes self-efficacy, fear of negative evaluation, and nonverbal immediacy. The third configuration consists of self-efficacy, interest, verbal immediacy, and nonverbal immediacy. The research results of this article reveal the related factors and their configurations of negative silence in college classroom, which can help to gain a comprehensive understanding of the reasons for the phenomenon and provide references for breaking it. For instance, in teaching and learning process, it is necessary to use methods such as encouragement and appreciation to promote the self-efficacy of college students, provide effective guidance for college students to overcome the fear of negative evaluation, combine more real-life examples with knowledge to enhance college students' learning interest, and use more verbal and nonverbal immediacy behaviors to attract the attention of college students in the classroom, so as to achieve an active and effective learning atmosphere.
目前，大学课堂上学生的消极沉默现象十分普遍。然而，现有关于这一现象的研究往往倾向于分析先行条件对结果的净效应。事实上，大学课堂上的消极沉默是多种因素共同作用的结果。因此，本文以222名大学生为研究样本，运用模糊集定性比较分析（FSQCA）方法，从构型视角分析五个先行条件（自我效能感、对负面评价的恐惧、兴趣、言语即时性和非言语即时性）与课堂消极沉默之间的关系。结果表明，这些条件中没有一个对于消极沉默是必要的。相反，三种条件构型可能导致这一问题。第一种构型包含自我效能感、对负面评价的恐惧和言语即时性。第二种构型包括自我效能感、对负面评价的恐惧和非言语即时性。第三种构型由自我效能感、兴趣、言语即时性和非言语即时性组成。本文的研究结果揭示了大学课堂消极沉默的相关因素及其构型，有助于全面了解该现象产生的原因，并为打破这一现象提供参考。例如，在教学过程中，有必要采用鼓励和赞赏等方法来提升大学生的自我效能感，为大学生克服对负面评价的恐惧提供有效指导，将更多实际生活例子与知识相结合以增强大学生的学习兴趣，并运用更多的言语和非言语即时性行为来吸引课堂上大学生的注意力，从而营造积极有效的学习氛围。
