教师对安静和扰乱课堂学生的脱钩优先级在鼠标跟踪研究中的表现

Teachers must decide which students need support when several classroom demands compete for a response. This study examined support prioritisation when quiet and disruptive disengagement were explicitly presented. Forty practising teachers completed an online two-alternative forced-choice mouse-tracking task with 32 formal trials across quiet and noisy classroom environments. No statistically reliable overall disruptive-choice advantage was detected, and the noisy environment did not significantly increase disruptive selections. Adjusted models of log response time indicated shorter total resp