Learning and Instruction最新文献

{"title":"Effects of a mathematical language intervention on mathematical development in preschool dual language learners","authors":"Eylül Turan ,&nbsp;Davina Van den Broek ,&nbsp;Elke Peters ,&nbsp;Bert De Smedt ,&nbsp;Joke Torbeyns","doi":"10.1016/j.learninstruc.2025.102269","DOIUrl":"10.1016/j.learninstruc.2025.102269","url":null,"abstract":"<div><h3>Background</h3><div>Intervention studies suggested that instruction in mathematical language enhances preschoolers’ early numerical competencies, with mixed effects. This research focused on single language learners (SLLs) and rarely included dual language learners (DLLs). Because DLLs have been found to have limited knowledge of quantitative language, we do not know whether interventions on mathematical language are equally or even more effective for DLLs.</div></div><div><h3>Aims</h3><div>This study investigated the effectiveness of a teacher-delivered quantitative language intervention on preschoolers' quantitative language and numerical competencies. We determined whether children's language status (i.e., DLLs versus SLLs) influenced potential intervention effects.</div></div><div><h3>Sample</h3><div>Participants were 154 children (aged 3- to 5-year-old).</div></div><div><h3>Methods</h3><div>Schools were randomly assigned to a quantitative language intervention or an active control condition. Children in the intervention condition received three picture books read by their teacher with embedded quantitative language content. The active control group received similar books without quantitative language content. Classroom teachers had to read each book 3 times over 3 weeks. Children were tested before and after the intervention on quantitative language and numerical competencies.</div></div><div><h3>Results</h3><div>The intervention had positive effects on DLLs' quantitative language, η_p² = .049. We observed a positive effect on some SLLs' quantitative language, but only when children who performed at maximum on the pretest were discarded. There were no significant effects of the intervention on children's numerical competencies.</div></div><div><h3>Conclusion</h3><div>Findings indicate the efficacy of quantitative language interventions on mathematical language skills. More work is needed to understand how to best promote children's and DLLs' numerical competencies.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102269"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684391","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":"Perceiving goals as Invariable: The mediating role of job autonomy, self-efficacy on Norwegian teachers' and principals’ intrinsic motivation, burnout, and turnover intention","authors":"Johannes L. Hatfield ,&nbsp;Bård Kuvaas","doi":"10.1016/j.learninstruc.2025.102306","DOIUrl":"10.1016/j.learninstruc.2025.102306","url":null,"abstract":"<div><h3>Background</h3><div>Accountability-based education systems have increasingly emphasized performance monitoring through key performance indicators (KPIs), especially after the so-called “PISA shock” in 2001. While such indicators aim to raise standards, they may also lead educators to perceive goals as rigid and non-negotiable—referred to as <em>Perceiving Goals as</em>.</div></div><div><h3>Invariable</h3><div>(PGI). Despite growing concern, empirical research on the motivational and psychological consequences of PGI in education remains limited.</div></div><div><h3>Aims</h3><div>This study investigates whether PGI is associated with burnout, turnover intention, and intrinsic motivation, and whether these associations are mediated by autonomy satisfaction, autonomy frustration, and self-efficacy.</div></div><div><h3>Sample</h3><div>Two large-scale cross-sectional samples were used: 3178 Norwegian teachers (Study 1) and 461 principals (Study 2, replication).</div></div><div><h3>Methods</h3><div>Structural equation modeling (SEM) was employed to test direct and indirect associations between PGI and key motivational outcomes. Both models controlled for demographic and school-level covariates. Mediating pathways through autonomy satisfaction, autonomy frustration, and self-efficacy were tested to examine underlying mechanisms.</div></div><div><h3>Results</h3><div>PGI was positively associated with burnout and turnover intention, and negatively associated with intrinsic motivation in both samples. Mediation analyses showed full indirect effects: PGI predicted lower autonomy satisfaction and self-efficacy, and higher autonomy frustration, which in turn predicted worse motivational outcomes.</div></div><div><h3>Conclusions</h3><div>This study underscores the potential psychological costs of rigid goal perceptions in accountability-driven school systems. PGI appears to undermine educators’ motivation and well-being through its detrimental effects on basic psychological needs and perceived competence. These findings highlight the importance of designing goal structures that promote autonomy and self-efficacy in educational settings.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102306"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883263","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":"Navigating uncertainty: the role of college students' cognitive styles and uncertainty intolerance in learning rate from a Bayesian inference perspective","authors":"Peng-Xing Ying,&nbsp;Mei-Ru Wang","doi":"10.1016/j.learninstruc.2025.102290","DOIUrl":"10.1016/j.learninstruc.2025.102290","url":null,"abstract":"<div><h3>Background</h3><div>Self-regulated learning (SRL) involves monitoring and controlling cognitive processes, especially in uncertain environments. The Metacognitive and Affective model of Self-Regulated Learning (MASRL) highlights individual differences in SRL, yet the roles of cognitive style and intolerance of uncertainty remain underexplored.</div></div><div><h3>Aims</h3><div>This study examined (a) how cognitive styles correspond to learning performance, (b) whether learning rate mediates this relationship, and (c) whether intolerance of uncertainty moderates these effects.</div></div><div><h3>Methods</h3><div>Seventy-eight college students completed a probabilistic reward-based learning task after assessing cognitive style and intolerance of uncertainty. The Hierarchical Gaussian Filter (HGF) model estimated trial-by-trial learning rates as an index of monitoring and control. We conducted linear mixed effects analyses to examine the influence of different cognitive style tendencies on learning rate and used a multilevel structural equation model to assess the mediating role of learning rate and the moderating effect of intolerance of uncertainty.</div></div><div><h3>Results</h3><div>Learning rate mediated the relationship between cognitive style and performance in college students. The association between rational cognitive style and learning rate depended on intolerance of uncertainty: at low levels of intolerance, higher rationality corresponded to lower learning rate, whereas at higher levels, higher rationality corresponded to higher learning rate, with the relationship strengthening as intolerance increased.</div></div><div><h3>Conclusions</h3><div>Findings highlight the nuanced role of intolerance of uncertainty in SRL. While rational thinking supports adaptive learning, its benefits depend on uncertainty tolerance. This study underscores the need to integrate cognitive traits and uncertainty tolerance into SRL models and educational practices.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102290"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684943","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":"Harnessing synesthesia to unlock new pathways in learning for students with disabilities","authors":"Yicheng Sun ,&nbsp;Hanbo Yang ,&nbsp;Dongyue Zhu ,&nbsp;Yi Wang ,&nbsp;Richard Suen","doi":"10.1016/j.learninstruc.2025.102292","DOIUrl":"10.1016/j.learninstruc.2025.102292","url":null,"abstract":"<div><h3>Background:</h3><div>Special education students, especially those with learning disabilities and sensory impairments, often face challenges in engaging with traditional teaching methods, impacting their cognitive performance and emotional connection to learning.</div></div><div><h3>Aims:</h3><div>This study introduces synesthesia-based learning as a multisensory approach combining sight, sound, and touch to enhance student engagement and memory retention. We aim to explore its effects on emotional engagement, creativity, task completion, and participation among special education students.</div></div><div><h3>Samples:</h3><div>The study involves 117 students with learning disabilities, sensory impairments, and physical disabilities, enrolled in grades 1–3 (ages 12–15) in a special education program.</div></div><div><h3>Methods:</h3><div>A two-part experiment was conducted. In Part 1, students experiencing synesthesia-based learning were compared with a control group receiving traditional instruction. In Part 2, the control group also experienced the multisensory approach. Learning was evaluated through pre/post-tests across five dimensions: <em>Design Vocabulary, Sentence Structure, Creative Expression, Design Principles</em>, and <em>Problem Solving</em>. Additional data from surveys and teacher observations were analyzed using deep learning for sentiment and engagement analysis.</div></div><div><h3>Results:</h3><div>The synesthesia-based group outperformed the control group in cognitive and creative skills, with strongest effects in Grade 3. Gender-based comparisons further indicated that female students generally outperformed male students, particularly in <em>Creative Expression</em> and <em>Design Principles</em>. After experiencing the multisensory approach, the control group also exhibited statistically meaningful gains. Sentiment analysis confirmed strong emotional engagement aligned with learning gains.</div></div><div><h3>Conclusions:</h3><div>Synesthesia-based learning effectively supports both emotional and cognitive development in special education settings, offering a promising strategy for inclusive and engaging instruction.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102292"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737082","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":"Fostering students' task-related emotions through a value-intervention: An experimental study","authors":"M.-S. Wolff","doi":"10.1016/j.learninstruc.2025.102291","DOIUrl":"10.1016/j.learninstruc.2025.102291","url":null,"abstract":"<div><h3>Background</h3><div>Achievement emotions are key predictors of students' engagement, learning, and well-being. However, students often experience negative emotions during academic tasks, which can hinder performance and motivation (e.g., Pekrun et al., 2002). Consequently, there is growing interest in instructional interventions aimed at improving emotional experiences. Utility-value interventions have demonstrated positive effects on students' motivation and performance (e.g., Brisson et al., 2017; Hulleman et al., 2010). Yet, their potential to regulate students’ emotional experiences during learning remains underexplored.</div></div><div><h3>Aims</h3><div>Drawing on Control-Value Theory and Situated Expectancy-Value Theory, this study investigates how a combined utility-value intervention influences task-related achievement emotions. It further examines whether these effects are mediated by situational value and control appraisals and moderated by course context and intervention timing.</div></div><div><h3>Sample</h3><div>Participants were 321 preservice teachers enrolled in two different course contexts at a German university.</div></div><div><h3>Methods</h3><div>A within-subjects experimental design was employed over one semester. Participants completed six online tasks, alternating between three tasks including a utility-value intervention and three non-intervention tasks. Achievement emotions, value and control appraisals were measured after each task. Multilevel conditional process analysis was used to examine direct and indirect intervention effects across time and contexts.</div></div><div><h3>Results</h3><div>The utility-value intervention enhanced students’ enjoyment and reduced negative emotions via increased value and control appraisals. However, these effects varied across course contexts and treatment timing.</div></div><div><h3>Conclusions</h3><div>Findings highlight the situational mechanisms through which utility-value interventions regulate achievement emotions. The study underscores the importance of context-sensitive and temporally adaptive instructional interventions to enhance emotional experiences in higher education.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102291"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684396","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":"Interleaved practice in physics benefits from collaboration","authors":"Maria Danzglock ,&nbsp;Roland Berger ,&nbsp;Martin Hänze","doi":"10.1016/j.learninstruc.2025.102307","DOIUrl":"10.1016/j.learninstruc.2025.102307","url":null,"abstract":"<div><h3>Background</h3><div>Interleaved practice is a desirable difficulty that has been suggested to promote deeper conceptual understanding. However, its effectiveness appears to diminish when learning material becomes too complex, likely due to increased cognitive load.</div></div><div><h3>Aims</h3><div>This study investigates whether collaborative learning can enhance the effectiveness of interleaved practice when students engage with complex physics content.</div></div><div><h3>Sample</h3><div>A total of 376 upper secondary students (Grade 12/13) participated in the study.</div></div><div><h3>Methods</h3><div>A 2 × 2 between-subjects field experiment was conducted with four conditions (interleaved vs. blocked practice × collaborative vs. individual learning). The learning content focused on the motion of charged particles in electric and magnetic fields. Learning success was assessed through knowledge tests administered immediately after practice and after an 8-week delay.</div></div><div><h3>Results</h3><div>A significant practice type × social format interaction emerged. The interleaved–collaboration condition yielded the highest learning gains, both immediately and after 8 weeks. Collaboration showed no overall main effect, and interleaving showed no main effect on immediate gains and a negative main effect on delayed gains.</div></div><div><h3>Conclusions</h3><div>The findings suggest that collaboration mitigates the cognitive demands of interleaved practice, enabling its benefits to unfold even in complex learning contexts. The results highlight that desirable difficulties are not universally effective but require appropriate instructional support. Combining interleaved practice with collaborative learning emerges as a powerful strategy to foster lasting conceptual understanding in science education.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102307"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145976228","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":"Teachers’ immigration attitudes and students’ performance","authors":"Anatolia Batruch,&nbsp;Nicolas Sommet,&nbsp;Eva G.T. Green","doi":"10.1016/j.learninstruc.2025.102303","DOIUrl":"10.1016/j.learninstruc.2025.102303","url":null,"abstract":"<div><h3>Background</h3><div>To ensure harmonious intergroup relations, schools must foster the academic integration of immigrant students. School diversity climates play a central role in shaping immigrant students' performance; however, most studies rely on students' perceptions of these climates. Because such perceptions are shaped by subjective experiences, they limit our understanding of how institutions can nurture inclusion. Measuring school diversity climates with an exogenous indicator, teachers' immigration attitudes in a school, offers a rigorous test of how those relate to students’ academic achievement.</div></div><div><h3>Aim</h3><div>This study investigates whether school diversity climates, measured through teachers' immigration attitudes, are associated with immigrant students’ academic performance.</div></div><div><h3>Sample</h3><div>We analyzed the 2018 PISA data from OECD countries that administered the teacher questionnaire. Our analytical sample included 46,740 students from 1544 schools and 35,452 teachers across seven countries.</div></div><div><h3>Methods</h3><div>We estimated country fixed-effects regression models with standard errors clustered at the school level to examine the interaction between students' migration status and school-aggregated teachers' explicit immigration attitudes on students’ performance in science, mathematics, and reading.</div></div><div><h3>Results</h3><div>Across subjects, the achievement gap between native-born and first-generation immigrant students was smaller in schools where teachers expressed more inclusionary immigration attitudes.</div></div><div><h3>Conclusion</h3><div>Inclusionary school diversity climates, reflected in teachers’ pro-immigration attitudes, appear to promote the academic integration of first-generation immigrant students, helping to narrow achievement disparities between immigrant and non-immigrant students. The difference in performance for first-generation students between more exclusionary and inclusionary school diversity climates corresponds on average to one year schooling.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102303"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839313","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":"An experimental study on the impact of Generative AI on university students' emotions and performance in creative problem-solving tasks","authors":"Yun-Qi Bai","doi":"10.1016/j.learninstruc.2026.102316","DOIUrl":"10.1016/j.learninstruc.2026.102316","url":null,"abstract":"<div><h3>Background</h3><div>With Generative AI's growing educational applications, its impact on students' emotions and performance in creative problem-solving remains underexplored, particularly regarding metacognition.</div></div><div><h3>Methods</h3><div>This quasi-experimental study assigned participants to three groups: Generative AI, internet search engines, and no technology. The comprehensive effects of these tools on emotions and performance in creative problem-solving tasks were compared.</div></div><div><h3>Results</h3><div>Shame was negatively correlated with solution novelty. Generative AI reduced anxiety and shame while enhancing correctness and novelty. Metacognitive regulation significantly affected novelty and interacted with AI use.</div></div><div><h3>Conclusions</h3><div>The study highlights metacognition's importance in effective Generative AI application for creative problem-solving.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102316"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145924794","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":"Sequential thinking prompts for creative problem solving","authors":"Gregory T. Boldt ,&nbsp;James C. Kaufman","doi":"10.1016/j.learninstruc.2025.102247","DOIUrl":"10.1016/j.learninstruc.2025.102247","url":null,"abstract":"<div><h3>Background</h3><div>To foster creativity in 21st century education, it is necessary to identify efficient instructional strategies capable of engaging and developing different thinking skills relevant to creativity.</div></div><div><h3>Aims</h3><div>This study examined how the use of sequential thinking prompts and engagement in key creative subprocesses enhanced creative problem solving.</div></div><div><h3>Methods</h3><div>A sample of 364 university students were randomly assigned to one of four experimental conditions. Whereas control group participants thought about the problem and presented their solution, treatment participants were provided with sequential thinking prompts emphasizing specific creative subprocesses: anchoring, generation, selection, exploration, and evaluation. Personal characteristics and subprocess engagement (i.e., time spent and words produced) were measured and served as covariates.</div></div><div><h3>Results</h3><div>Treatment group participants produced more creative solutions than control group participants (<em>d</em>s = .42–.52). This effect was fully mediated by subprocess engagement, as measured by time spent on task and the number of words produced. Amotivation was negatively associated with solution creativity. Engagement in the subprocess of anchoring emerged as a prominent, positive predictor of creative performance, highlighting the particular importance of setting goals and identifying constraints.</div></div><div><h3>Conclusions</h3><div>Together, these findings indicate that integrating an extended sequence of thinking prompts can enhance performance in creative problem-solving by increasing task engagement. Although further research is needed to determine optimal prompt types and sequences, such prompts could represent accessible instructional strategies that could stimulate creative thinking in diverse educational settings.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102247"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737080","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":"Peer collaboration as a pathway to scientific literacy: Effects of the PEER model training","authors":"Marina Videnović ,&nbsp;Ivana Stepanović Ilić ,&nbsp;Jovan Ivanović ,&nbsp;Dragica Pavlović Babić ,&nbsp;Smiljana Jošić ,&nbsp;Ksenija Krstić ,&nbsp;Zorana Jolić Marjanović ,&nbsp;Ana Altaras ,&nbsp;Kristina Mojović Zdravković ,&nbsp;Tijana Nikitović ,&nbsp;Milana Rajić ,&nbsp;Aleksandar Baucal","doi":"10.1016/j.learninstruc.2025.102271","DOIUrl":"10.1016/j.learninstruc.2025.102271","url":null,"abstract":"<div><h3>Background</h3><div>The capacity for collaborative problem solving (CPS) has been identified as a key competence that facilitates the development of scientific literacy. However, spontaneous collaboration often takes an unproductive direction. Training can help students to collaborate more productively.</div></div><div><h3>Aims</h3><div>The PEER model training integrates four components of collaboration: P - managing personality differences; E − developing emotional intelligence; E − facilitating the exchange of ideas through dialogue; and R - utilizing external resources. The study employed an experimental design to evaluate the effects of the training on the development of adolescents' individual scientific literacy skills.</div></div><div><h3>Sample</h3><div>The final sample included 241 upper secondary school students (aged 16): 121 in the experimental group (EG) and 120 in the control group (CG).</div></div><div><h3>Methods</h3><div>All students completed parallel forms of a scientific literacy test, administered as pre- and post-tests. The EG received training and engaged in CPS in small groups, whereas the CG only engaged in CPS. The twelve schools were pair-matched and assigned to either condition. Mediation analysis was performed to examine whether the quality of collaboration mediated the effect of the PEER training.</div></div><div><h3>Results</h3><div>The EG demonstrated significantly greater improvement in scientific literacy skills than the CG. The training improved socio-cognitive, socio-emotional, and group relation regulation aspects of collaboration, thereby enhancing scientific literacy skills.</div></div><div><h3>Conclusions</h3><div>The results demonstrate the effectiveness of the training. Students in the EG have showed greater benefits from collaboration than those in the CG.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102271"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737083","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}