Rethinking student participation in the college classroom: Can commitment and self‐affirmation enhance oral participation?

The literature suggests that in‐class oral participation is associated with various positive outcomes that directly contribute to academic success. The goal of the current study was to investigate the role played by psychological barriers to oral participation, focusing on commitment and self‐affirmation as methods to bypass barriers to participation. The results of the semester‐long experiment ( N = 157) demonstrate that committed individuals...