Functional relevance of students’ prior knowledge and situational uncertainty during verbal interactions in vocational classrooms: evidence from a mixed-methods study

Empirical Research in Vocational Education and Training

Table 4 Teacher follow-up moves depending on student levels of domain-specific prior knowledge

Variable	Affirmation			Affirmation/correction cum direct instruction			Prompt			Responsive questioning
Variable	b	s.e._b	β	b	s.e._b	β	b	s.e._b	β	b	s.e._b	β
Step 1
Constant	2.41**	0.41		1.88**	0.33		0.98**	0.17		0.39**	0.11
AAD	0.85	0.41	0.29*	1.04	0.34	0.41**	0.43	0.17	0.35*	0.36	0.11	0.43**
R² (F, p)	0.084 (4.321, p = 0.043)			0.169 (9.564, p = 0.003)			0.122 (6.511, p = 0.014)			0.188 (10.899, p = 0.002)
Step 2
Constant	4.34**	1.60		3.10*	1.33		0.62	0.67		0.71	0.44
AAD	0.61	0.45	0.21	0.89	0.37	0.35*	0.48	0.19	0.39*	0.32	0.12	0.39*
Gender	−1.17	0.94	−0.19	−0.74	0.78	−0.14	0.22	0.39	0.09	−0.20	0.26	−0.11
R²	0.114			0.185			0.128			0.199
ΔR² (ΔF, p)	0.03 (1.558, p = 0.218)			0.016 (0.906, p = 0.346)			0.006 (0.307, p = 0.582)			0.011 (0.595, p = 0.444)