The generation mechanism of Chinese college students’ classroom silence: a qualitative study based on triadic interaction theory

The theoretical model of classroom silence formation under triadic reciprocal determinism reveals the dynamic and interactive nature of classroom silence, providing a more nuanced understanding of its mechanisms in terms of dynamism, systematicity, and intervention potential. This model holds significant practical value. At the explanatory level, it provides a clear answer to the question "why classroom silence becomes increasingly prevalent," revealing the "self-reinforcing" logic of silence. At the diagnostic level, it assists teachers in identifying the stage of classroom silence and formulating targeted strategies. At the intervention level, it clarifies the focus of interventions at different stages.