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The participation of students enrolled in classes in philosophy, mathematics, and geography was observed at various times during a semester. Those with high scores on the Willingness to Communicate (WTC) scale, compared to those with low scores, were found to participate significantly more frequently. The results are interpreted as an indication of validity of the WTC scale and as suggesting the need for addition al research relating to trait and situational fac tors affecting student participation in classroom instruction.
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Chan et al. (1987) studied this question.
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