Small Routines, Big Social Effects: How a Listening-Focused Intervention Shapes Classroom Cohesion
Small Routines, Big Social Effects: How a Listening-Focused Intervention Shapes Classroom Cohesion

Summary/Abstract: This study explores the relationship between motivational and learning strategies and academic performance among university students in Romania, an area that remains underexplored, particularly in relation to academic performance across different study programs. Data were collected from students enrolled in full-time and hybrid study programs in the field of educational science (N = 225). The results reveal statistically significant findings from the subscale analysis, with a model precision of 58.7%. While the holistic Motivation Scale and Learning Strategy Scale did not significantly impact academic performance, specific subscales emerged as influential predictors. Key motivational strategies, such as task value, control of learning beliefs, self-efficacy, and learning strategies like effort regulation, metacognitive self-regulation, and help-seeking, were found to impact academic performance significantly. Additionally, the frequency of study programs (full-time vs. hybrid) emerged as a significant moderator, particularly for lower-performing students. These findings highlight the importance of fostering students' beliefs in their learning abilities, their perceived control over learning outcomes, and their valuation of academic tasks. The study underscores the need for targeted interventions to enhance students' motivation and self-regulation, ultimately improving academic performance. These insights offer valuable guidance for educators and policymakers aiming to design effective support systems for students in higher education. This article examines the link between listening attitudes displayed in interpersonal communication and peer preferential status in primary classrooms, as well as the effects of a brief listening-centered pedagogical intervention. We test the premise that didactic strategies designed to optimize listening can act as protective factors, reducing peer rejection and strengthening classroom cohesion. We conducted a quasi-experimental, non-equivalent groups, pretest–posttest study with 151 second-grade pupils (urban), assigned to an experimental group (n = 75) and a control group (n = 76). The instrument was a sociometric test with three positive and three negative nominations explicitly anchored in listening criteria (“listens patiently and attentively” / “does not have the patience to listen / is not attentive”). We computed a Listening Preference Score (LPS) for each pupil—a class-adjusted index based on 3–2–1 weighted positive and negative peer nominations—and assigned pupils to listening-based preferential status categories (very popular / popular / accepted / rejected). Findings suggest that simple, consistent listening routines can reconfigure peer perceptions and reduce marginalization in small-group activities even at early ages, thereby contributing to classroom cohesion. Conversely, in the absence of listening-focused pedagogical routines, marginalization may intensify over time. The study is descriptive–applied; indicators reflect peer perceptions rather than direct teacher observations, which should be considered when interpreting the results.

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