Frames and frame analysis examines the individual’s constructions of reality instead of society’s social constructions. The aim of this qualitative study is to explore college students’ (N = 434) construction of involvement and noninvolvement in the classroom from a frame analysis perspective. Six themes emerged from students’ descriptions of their perceptions of self and other students’ in-class involvement (e.g., active involvement), and eight themes emerged from descriptions of self and other students’ in-class noninvolvement (e.g., student passivity). Overall, students are likely to perceive themselves as involved and other students as noninvolved, even when the classroom behaviors are similar (e.g., listening, taking notes).
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Sidelinger, Robert J. and Bolen, Derek M.
"Frame Analysis: Students’ Construction of Involvement and Noninvolvement in the College Classroom,"
Communication and Theater Association of Minnesota Journal: Vol. 37
, Article 2.
Available at: https://cornerstone.lib.mnsu.edu/ctamj/vol37/iss1/2