Think-Pair-Share (TPS) is a teaching strategy thought to increase in-class participation, especially with shy students. After thinking for themselves, students talk to their seatmate to exchange their ideas and finally show their willingness to participate in-class by raising their hand. In the present field study, we tested TPS with 393 ninth-grade students against two variations, Think-Share (TS; first think, then raise hand) and Share (S; directly raise hand). Students reported on their shyness, and reported in each condition on their hand raising, state anxiety, and motives for (non-)hand raising. Analyses revealed that TPS led to more hand raising compared to the S condition. Lower levels of hand raising in TS were fully mediated by state anxiety. Shy students reported social evaluative concerns, and they raised their hand less frequently than their non-shy peers but also benefited from TPS. These results indicate the importance of peer collaboration for in-class participation.

思维对分（TPS）是一种教学策略，被认为可以提高课堂参与度，特别是对于害羞的学生。经过自己的思考后，学生与同伴交谈以交换想法，最后通过举手表明他们愿意参加课堂。在当前的现场研究中，我们针对393个九年级学生的TPS进行了两种变型测试：Think-Share（TS；先思考，然后举手）和Share（S；直接举手）。学生报告他们的害羞，并报告他们在各种情况下的举手，状态焦虑和（非）举手的动机。分析显示，与S状况相比，TPS导致更多的举手动作。状态焦虑完全介导了TS中较低的举手水平。害羞的学生报告了对社会评价的关注，他们的举手频率比非害羞的同行低，但他们也从TPS中受益。这些结果表明了同伴协作对于课堂参与的重要性。