Learning and Instruction最新文献

{"title":"Improving (meta)comprehension: Feedback and self-assessment","authors":"Stephanie L. Hepner ,&nbsp;Sophie Oudman ,&nbsp;Trevor E. Carlson ,&nbsp;Janneke van de Pol ,&nbsp;Tamara van Gog","doi":"10.1016/j.learninstruc.2024.101922","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101922","url":null,"abstract":"<div><h3>Background</h3><p>Monitoring is important for self-regulated learning from text, but is often inaccurate. Completing causal diagrams after reading texts has been shown to improve monitoring accuracy.</p></div><div><h3>Aims</h3><p>We investigated whether providing one or two model answer diagrams and self-assessment instructions would improve learners' monitoring accuracy, regulation accuracy, and text comprehension. Because little is known about how accurately learners who are reading in a language other than their home language monitor their comprehension, we also explored whether effects differed between readers who have English or another language as their home language.</p></div><div><h3>Sample</h3><p>Participants were 258 secondary school students at international schools in Singapore and Spain; 103 spoke a language other than English at home.</p></div><div><h3>Methods</h3><p>Participants read 4 texts, completed diagrams on these texts, monitored comprehension, took a first comprehension test, self-assessed their diagram under one of 6 conditions resulting from a 3 (model answer: 0, 1, 2) x 2 (self-assessment instructions: yes, no) design, made restudy decisions, made monitoring judgments, and completed a final comprehension test.</p></div><div><h3>Results</h3><p>Comprehension benefitted most when learners had access to two model answers. There were no effects of model answers or self-assessment instructions on monitoring accuracy. Regulation accuracy improved with model answers combined with self-assessment instructions. There was no differential effect of home language.</p></div><div><h3>Conclusions</h3><p>This study supports prior research showing the benefit of model answer diagrams on comprehension. Yet, improvements in regulation accuracy suggest that model answers combined with self-assessment instructions support more effective self-regulated learning behaviors.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000495/pdfft?md5=84c864d8daa997ad32cb245b91b48ed3&pid=1-s2.0-S0959475224000495-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141078510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When algebra makes you smile: Playful engagement with early algebraic practices","authors":"Bárbara M. Brizuela,&nbsp;Susanne Strachota","doi":"10.1016/j.learninstruc.2024.101933","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101933","url":null,"abstract":"<div><h3>Background</h3><p>The typical competitive and results-driven approach to school mathematics has traditionally been conceived as devoid of play, joy, and positive affect.</p></div><div><h3>Aims</h3><p>In this paper we address the following questions: What markers of positive affect are observed while students are doing early algebra? Specifically, how are students’ markers of joy related to early algebraic practices? What are the characteristics of playful stances to learning early algebra that are observed when children express positive epistemic affect?</p></div><div><h3>Sample</h3><p>We analyze three cases in which elementary school students engaged in tasks from an early algebra classroom teaching experiment.</p></div><div><h3>Methods</h3><p>Drawing from two theoretical frameworks, epistemic affect and early algebra, we conducted microgenetic analyses of lesson transcripts to identify markers of joy and early algebraic practices. We conducted frequency analyses to determine their co-occurrence.</p></div><div><h3>Results</h3><p>Our results indicate that children expressed joy while engaging in early algebraic practices, evidence of <em>positive epistemic affect</em>. We describe the aspects of each of the cases we present in terms of prior literature on playful stances to learning to further bolster our claims about the relationship between joy and engagement with the early algebraic practices.</p></div><div><h3>Conclusions</h3><p>We conclude that mathematical learning environments should include open opportunities for students to engage with mathematical content, with multiple entry points and ways to respond. We also conclude that early algebraic practices provide opportunities for playfully engagement and <em>positive epistemic affect</em>.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141067120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Really? It depends! How authentic learning material affects involvement with personal stories of the past","authors":"Lisa Zachrich,&nbsp;Wolfgang Wagner,&nbsp;Christiane Bertram,&nbsp;Ulrich Trautwein","doi":"10.1016/j.learninstruc.2024.101921","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101921","url":null,"abstract":"<div><h3>Background</h3><p>Authentic learning is believed to possess qualities that boost student motivation and learning. However, prior studies have not consistently found the assumed positive effects of authentic learning, thus highlighting the need to better understand the underlying learning processes.</p></div><div><h3>Aims</h3><p>We examined effects of authentic learning material on learners’ involvement and different facets of the perceived authenticity of the material.</p></div><div><h3>Sample</h3><p>Participants were 336 adults.</p></div><div><h3>Methods</h3><p>We conducted an experimental online study with three conditions varying in the framing of their authenticity. We presented videos in which people talked about their experiences in war and daily life in the past, and we labeled these clips eyewitness accounts, eyewitness accounts played by actors, or reconstructed accounts played by actors. Participants were randomly assigned.</p></div><div><h3>Results</h3><p>Results indicated that treatment condition particularly affected participants' emotional involvement with the story and that, in particular, one facet of perceived authenticity (Vividness of History) predicted learners’ involvement.</p></div><div><h3>Conclusions</h3><p>The study adds to the research field of authentic learning in general, and learning with personal stories of the past in particular, by addressing involvement processes and examining different facets of perceived authenticity.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000483/pdfft?md5=97416de190a4c66594e48a67623d0186&pid=1-s2.0-S0959475224000483-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140950325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A mixed methods study of teachers’ use of feedback within middle school social studies classrooms to promote reading comprehension","authors":"Erin Hogan ,&nbsp;Blair Payne","doi":"10.1016/j.learninstruc.2024.101938","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101938","url":null,"abstract":"<div><h3>Background</h3><p>Although feedback is consistently shown to have a positive effect on student achievement, there is also large heterogeneity in effect based on a variety of factors including how teachers use it in the classroom. Understanding how teachers use feedback as part of their content area literacy instruction in inclusive middle school social studies classrooms is therefore a worthy object of investigation.</p></div><div><h3>Aims</h3><p>This paper applies an explanatory-sequential mixed-methods design to an existing dataset. We leverage this dataset to first understand whether teachers' feedback use improved students' ability to read social studies texts with understanding and acquire social studies content knowledge from text. It then characterizes the feedback teachers used and draws conclusions on how feedback's form may have influenced its effect.</p></div><div><h3>Samples</h3><p>Quantitative analysis included 8865 min of audio recorded classroom instruction from 28 teachers in the United States. Additionally, social studies knowledge acquisition and reading comprehension achievement measures were collected from 893 students. Qualitative analysis included 37 transcripts of audio recorded lessons (38–65 min each) from five randomly selected teachers.</p></div><div><h3>Methods</h3><p>Quantitative analysis preceded qualitative. Quantitative analyses included coding of all 8865 min to determine presence of feedback found effective by Hattie and Timperley (2007). This coding was used in a fixed effects model to investigate the effect teacher feedback use had on student reading comprehension and knowledge acquisition outcomes. Qualitative analysis included a collective case study of patterns of feedback use.</p></div><div><h3>Results</h3><p>Feedback did not have a substantial association with scores on the content knowledge or reading comprehension measures. Teachers’ feedback patterns suggest they frequently missed opportunities to help students understand goals and self-regulate their behavior as they moved toward them.</p></div><div><h3>Conclusions</h3><p>The ineffective forms of feedback displayed by teachers likely reduced feedback's effect on student outcomes.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140948424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multimodal practices of unpacking and repacking subject-specific knowledge in CLIL physics and chemistry lessons","authors":"Tarja Nikula ,&nbsp;Teppo Jakonen ,&nbsp;Leila Kääntä","doi":"10.1016/j.learninstruc.2024.101932","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101932","url":null,"abstract":"<div><h3>Background</h3><p>Different school subjects have their specific meaning-making practices for building and conveying knowledge. Research drawing on the Semantics dimension of the Legitimation Code Theory has noted the importance of shifting between levels of abstraction and context-dependency in knowledge-building. There is a need to better understand how such shifting between different levels of abstraction is accomplished with multimodal resources in classroom interaction.</p></div><div><h3>Aims</h3><p>This study aims at exploring subject-specific knowledge construction as a form of translanguaging, i.e., as movement between different registers and multimodal resources of meaning-making.</p></div><div><h3>Data</h3><p>The data comes from a Finnish teacher development project aimed at supporting CLIL teachers' professional development. This exploratory study analyses teachers’ knowledge-building practices in two STEM lessons video-recorded in the project, Physics and Chemistry.</p></div><div><h3>Methods</h3><p>The data is analysed using multimodal conversation analysis and analysis of semantic waves. Analysis focuses on how the teachers engage in unpacking and repacking subject-specific knowledge by talking, gesturing, as well as displaying, handling, and modifying various kinds of multimodal materials and artefacts.</p></div><div><h3>Results</h3><p>The teachers were found to use a versatile set of multimodal translanguaging practices for unpacking and repacking. The findings also indicate complexity in semantic waves due to multimodal resources accomplishing simultaneous shifts in semantic gravity and density, with either aligning or diverging functions.</p></div><div><h3>Conclusions</h3><p>The simultaneous use of different multimodal resources and their potential to serve different functions point to the need to acknowledge the multidimensionality of semantic waves. The multimodal translanguaging approach also has implications for conceptualising subject-specific knowledge-building as inherently multimodal.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000598/pdfft?md5=528dc8e382f2045d72d6ce1796b035b8&pid=1-s2.0-S0959475224000598-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140910057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Antecedents of student team formation in higher education","authors":"Carlos A. de Matos Fernandes ,&nbsp;Marion Hoffman ,&nbsp;Jasperina Brouwer","doi":"10.1016/j.learninstruc.2024.101931","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101931","url":null,"abstract":"<div><h3>Background</h3><p>Students often form project teams by themselves rather than impose pre-defined teams because it leads to better study outcomes. However, few scholars have investigated the mechanisms driving the formation of self-organized groups.</p></div><div><h3>Aims</h3><p>We examine three underlying and interrelated antecedents of project team formation: friendships, familiarity with fellow team members due to prior co-working experiences, and similarity of team members regarding gender, academic achievement, and preferred collaborators.</p></div><div><h3>Sample</h3><p>The data encompasses 70 first-year university students asked to self-form teams to carry out a semester project.</p></div><div><h3>Methods</h3><p>We utilize Exponential Random Partition Models. This new method allows us to model how friendships, familiarity, and similarity affect self-organized group compositions while accounting for each factor's relative importance.</p></div><div><h3>Results</h3><p>The results show that friends are more likely to end up in the same team than non-friends. Similarity is also an important antecedent for team formation: Students with the same gender and similar grades are more likely to end up in the same team. Familiarity and preferred collaboration showed negligible effects.</p></div><div><h3>Conclusions</h3><p>Our findings emphasize that educators must consider academic and non-academic factors when allowing students to self-organize in teams, depending on what goal educators strive to achieve with team projects.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000586/pdfft?md5=a51a2e576643b9199128a7283170da16&pid=1-s2.0-S0959475224000586-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140894863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strengthening collaborative learning in secondary school: Development and evaluation of a lesson-integrated training approach for transactive communication","authors":"Susanne Jurkowski ,&nbsp;Lukas Mundelsee ,&nbsp;Martin Hänze","doi":"10.1016/j.learninstruc.2024.101934","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101934","url":null,"abstract":"<div><h3>Background</h3><p>Transactive communication in collaborative learning environments occurs when students refer to their learning partners' ideas, build on them, and transform them into more elaborate ideas. This learning activity is essential for students to be able to benefit from collaboration, but they need scaffolding to produce transactive statements. From the teachers’ perspective, this intervention should take little effort.</p></div><div><h3>Aims</h3><p>We developed and evaluated a lesson-integrated training in transactive communication for secondary school students, including instructions, exercises, and feedback on transactive communication, materials and tasks on curriculum-related content, and working with various cooperative learning methods.</p></div><div><h3>Sample</h3><p>In a quasi-experimental pre-test post-test design, 594 ninth-grade students in 23 classes received training in transactive communication or presentation skills. A complete set of data exists for a parallelized sample of 82 students in each condition.</p></div><div><h3>Methods</h3><p>At both points of measurement, students worked in dyads, and their communication was audiotaped, transcribed, and their transactive statements and non-transactive, content-related externalizations were coded. Furthermore, students completed knowledge tests about the topic of partner work and reported on their experiences with collaboration and motivation for group work (trait).</p></div><div><h3>Results</h3><p>Analyses revealed positive effects of the training in transactivity on transactive statements and experiences with collaboration. Students with the training in transactive communication also produced more externalizations. However, no differences were found for students’ knowledge acquisition and motivation for group work.</p></div><div><h3>Conclusion</h3><p>The training in transactive communication was effective for the collaborative working process, but transfer effects need to be further investigated.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000616/pdfft?md5=70b58244ce515a375708787f04f1da2f&pid=1-s2.0-S0959475224000616-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140878450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond academics: Links from teaching practices in Swedish schools to students’ achievements and mental health complaints","authors":"Cristian Bortes ,&nbsp;Joanna Giota","doi":"10.1016/j.learninstruc.2024.101937","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101937","url":null,"abstract":"<div><h3>Background</h3><p>Despite extensive research on the relationship between teaching practices and learning outcomes, limited attention has been given to their potential links with students’ mental health.</p></div><div><h3>Aims</h3><p>This study investigates the relationships between three teaching practice types – teacher-centered, student-centered, and student-dominated – and both student mental health complaints and academic achievement. It furthers explores variations in these associations based on students’ socioeconomic status (SES).</p></div><div><h3>Sample</h3><p>The analysis includes 4573 grade 9 students (aged 15–16 years) in the Swedish comprehensive school system.</p></div><div><h3>Methods</h3><p>Employing structural equation modelling techniques, we analyze a dataset comprising students’ cognitive test scores, their perceptions of classroom processes, self-reported mental health complaints, as well as register data on teacher-assigned grades and parental education.</p></div><div><h3>Results</h3><p>Teacher-centered practices are positively associated with academic achievements but lack robust links with mental health complaints. Conversely, student-centered practices are positively associated with academic achievements and correlate with lower mental health complaint frequencies. However, student-dominated practices demonstrate poor relationships with both mental health and academic achievements. Limited variations based on students’ social background reveal only two differing associations between low and high SES students: teacher-centered teaching shows stronger academic achievement associations for low SES students, while student-dominated teaching is more adversely linked to low SES students' mental health.</p></div><div><h3>Conclusions</h3><p>The results affirm the benefits of both teacher- and student-centered teaching practices for academic achievement while cautioning against excessive self-directed teaching. Importantly, the study highlights the role of instructional approaches in shaping not only academic outcomes but also students’ mental health.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000641/pdfft?md5=339999bc7bc28925589f749c58d64352&pid=1-s2.0-S0959475224000641-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140822408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comprehension monitoring across languages – The effect of online feedback","authors":"Lilach Temelman-Yogev,&nbsp;Anat Prior,&nbsp;Tami Katzir","doi":"10.1016/j.learninstruc.2024.101928","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101928","url":null,"abstract":"<div><h3>Background</h3><p>Reading and comprehending texts is challenging for students in higher education, especially when reading in English as a foreign language (EFL). An important component of efficient reading comprehension is the ability to accurately self-monitor understanding and performance, though most readers are not accurate at monitoring their comprehension.</p></div><div><h3>Aims</h3><p>This study investigated whether online, immediate and repetitive feedback on the process of calibration of comprehension, can improve comprehension monitoring when reading in native (L1) and foreign languages (FL), and whether such improvement can be generalized across languages.</p></div><div><h3>Sample</h3><p>Participants were 138 undergraduate Hebrew-English bilingual university students.</p></div><div><h3>Methods</h3><p>Monitoring accuracy was calculated through the paradigm of ‘calibration of comprehension’. Participants were divided into four study groups according to the language of reading (L1 or FL) and the exposure to feedback on calibration (with or without). Participants attended a total of five study sessions: a pre-exposure session, three exposure sessions and a fifth post-exposure session.</p></div><div><h3>Results</h3><p>Only students who engaged with texts in the FL and received feedback showed improved monitoring accuracy. This improvement did not generalize to their L1.</p></div><div><h3>Conclusions</h3><p>Pedagogically, these results indicate that comprehension monitoring skills can be improved through online, immediate and repetitive feedback, especially in the FL. We suggest that FL comprehension was amenable to change because it met the optimal level of text difficulty to engage participants with the monitoring process. Thus, online feedback supported by digital technology may offer distinctive educational opportunities for bolstering comprehension monitoring.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140822407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationships with teachers and sense of belonging in school: Inter- and intra-individual variations according to adolescent immigrant background","authors":"Isabelle Archambault ,&nbsp;Sophie Pascal ,&nbsp;Elizabeth Olivier ,&nbsp;Kristel Tardif-Grenier ,&nbsp;Véronique Dupéré ,&nbsp;Michel Janosz","doi":"10.1016/j.learninstruc.2024.101930","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101930","url":null,"abstract":"<div><h3>Background</h3><p>Social well-being arises from the fulfillment of the basic need for relatedness. In school, it largely hinges on teacher-student relationships (TSR) and sense of school belonging (SSB), two important levers for educational success, and especially for immigrant-background youths.</p></div><div><h3>Aims</h3><p>This study aims to disentangle the stable and time-specific associations between the two dimensions of social well-being and test if these associations vary according to student immigrant status.</p></div><div><h3>Sample</h3><p>A cohort of 1070 students (51% female) from first- (22%), second- (29%), and third-plus generations (49%) attending 10 schools located in low-socioeconomic neighbourhoods was followed across three time points (grade 7, grade 9, grade 11).</p></div><div><h3>Method</h3><p>Main objectives were tested using random-intercept cross-lagged panel models (RI-CLPM) using Mplus. RI-CLPM disaggregates observed scores into a time-invariant interindividual (stable) and intraindividual (time-specific) components.</p></div><div><h3>Results</h3><p>Teacher-student closeness was not associated with SSB at the interindividual level. However, autoregressive, cross-sectional, and longitudinally links were found at the intraindividual level for all students. Teacher-student conflict was associated with lower SSB at the interindividual level. These dimensions were also linked at the intraindividual level for third-plus-generation students only, while time-variant autoregressive associations for SSB were stronger for immigrant students.</p></div><div><h3>Conclusions</h3><p>The links between close TSR and SSB are cross-sectional and time-specific for all students. Conflictual TSR and SSB also showed time-specific and longitudinal associations for nonimmigrants only. For immigrants, we observed stronger time-specific carryover effects in terms of SSB. This research calls for yearly intervention efforts promoting social well-being among immigrants and nonimmigrants attending low-SES secondary schools.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140644519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}