Learning and Instruction最新文献

{"title":"Who perseveres in school? Understanding the developmental trajectories, predictors, and consequences of students’ perseverance","authors":"Jiajing Li ,&nbsp;Ronnel B. King","doi":"10.1016/j.learninstruc.2025.102249","DOIUrl":"10.1016/j.learninstruc.2025.102249","url":null,"abstract":"<div><h3>Background</h3><div>Perseverance is a critical facilitator of learning. However, prior research on perseverance has predominantly adopted a domain-general trait perspective, drawing on variable-centered approaches. The role of domain-specific perseverance in the context of schooling has been relatively neglected. Furthermore, the existence of distinct perseverance trajectories among students, their predictors, and consequences remain underexplored.</div></div><div><h3>Aims</h3><div>This preregistered longitudinal study examined how students’ perseverance changed over time, whether students varied in their perseverance trajectories, and the predictors (social support and personal goals) and consequences (academic achievement) of these trajectories.</div></div><div><h3>Sample and analyses</h3><div>The study followed 5593 secondary students from 16 schools over three years. Both variable-centered (latent growth curve modeling) and person-centered (growth mixture modeling) approaches were adopted.</div></div><div><h3>Results</h3><div>The variable-centered analysis indicated no overall change in perseverance. However, the person-centered analysis revealed a nuanced pattern with four distinct trajectories: “low decreasing” (11 %), “low stable” (33 %), “moderate decreasing” (46 %), and “high increasing” (10 %). The most adaptive trajectory was the “high increasing” group, marked by initially high perseverance and subsequent improvements. Teacher support and mastery goals were the strongest predictors of profile membership. Individuals in the “high increasing” profile had the highest academic achievement, while those in the “low decreasing” profile had the lowest.</div></div><div><h3>Conclusion</h3><div>This study builds on prior research on perseverance, which has primarily drawn on a trait perspective. The findings highlight that perseverance evolves over time, but these changes are not uniform across individuals. Providing teacher support and helping students set mastery goals might be crucial pathways to enhance perseverance.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102249"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579109","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":"General introduction to the special issue on resilience in learning","authors":"Sietske van Viersen ,&nbsp;Maria Psyridou ,&nbsp;Minna Torppa","doi":"10.1016/j.learninstruc.2025.102254","DOIUrl":"10.1016/j.learninstruc.2025.102254","url":null,"abstract":"<div><div>In this introduction to the special issue ‘Resilience in Learning: In Search of Protective Factors and Compensatory Mechanisms’ we provide an overview of the seven articles featured in this special issue and address important themes in this relatively new area of research. These seven articles each have their own foci and form an introduction into the emerging field of academic resilience in the context of education. They cover a theoretical paper, scoping review, several original empirical studies, and an in-depth reflection on the emerging evidence for protective factors and compensatory mechanisms in the context of learning. As this special issue should only be considered as a starting point, we end with suggesting future directions to advance the field.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102254"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145363808","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":"Effects of heterogeneity simulations on beliefs","authors":"Franziska Baier-Mosch ,&nbsp;Charlotte Dignath ,&nbsp;Mareike Kunter","doi":"10.1016/j.learninstruc.2025.102258","DOIUrl":"10.1016/j.learninstruc.2025.102258","url":null,"abstract":"<div><h3>Background</h3><div>Teaching strategies that consider the heterogeneity of students’ prior knowledge, such as differentiated instruction, are an important feature of teaching quality, but are still rarely implemented by teachers in schools. Simulations could be an approach to provide pre-service teachers with the experience of heterogeneity and thereby positively influence their beliefs about the importance of teaching that responds to the heterogeneity of students.</div></div><div><h3>Aims</h3><div>We investigated the impact of a text-based heterogeneity simulation on pre-service teachers' beliefs about the importance of teaching that addresses students’ heterogeneity.</div></div><div><h3>Samples</h3><div>We conducted two experiments, with <em>n</em> = 156 pre-service teachers participating in the first study and <em>n</em> = 152 pre-service teachers participating in the second study (replication).</div></div><div><h3>Methods</h3><div>In the heterogeneity simulation condition, pre-service teachers experienced what it is like to be part of a group of heterogeneous learners with different levels of prior knowledge. This condition was compared with a condition in which pre-service teachers read a scientific text on heterogeneity and with a control condition in which pre-service teachers did not deal with the topic of heterogeneity.</div></div><div><h3>Results</h3><div>The participants' beliefs about the importance of responding to school students' heterogeneity increased significantly in the first study in the heterogeneity simulation condition. This increase narrowly missed statistical significance in the second study. In both studies, pre-service teachers' beliefs about the importance of responding to school students’ heterogeneity did not increase in the heterogeneity text condition and the control condition.</div></div><div><h3>Conclusions</h3><div>Future research should further investigate the potential of heterogeneity simulations.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102258"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145363770","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":"Using the reading sciences and technology for teaching and learning in the Global South","authors":"Larysa Lysenko ,&nbsp;Philip C. Abrami ,&nbsp;Alexandra Gottardo ,&nbsp;Eileen Wood ,&nbsp;Anne Wade ,&nbsp;Enos Kiforo ,&nbsp;Jean Baptiste Maniraguha ,&nbsp;Abraham Shivachi ,&nbsp;Rose Iminza ,&nbsp;Clifford Ghaa ,&nbsp;Nancy Del Col ,&nbsp;Maina WaGioko ,&nbsp;Egidia Umutesi","doi":"10.1016/j.learninstruc.2025.102259","DOIUrl":"10.1016/j.learninstruc.2025.102259","url":null,"abstract":"<div><h3>Background</h3><div>In the Global South, persistent literacy challenges have been exacerbated by schooling disruptions during the pandemic and afterwards. Addressing this problem requires teachers who both understand how to teach reading, and can implement it effectively and efficiently.</div></div><div><h3>Aims</h3><div>This research examines the effects of an intervention combining a technology-based teacher professional development and implementation of new knowledge and skills and ABRA-READS interactive literacy software in early-primary classrooms in Kenya and Rwanda.</div></div><div><h3>Sample</h3><div>Participants were 22 teachers and 1341 students from Kenya and 20 teachers and 1002 students from Rwanda.</div></div><div><h3>Methods</h3><div>This quasi-experimental research featured the experimental teachers who implemented the intervention and their matching control teachers who taught reading in their usual way. Student reading outcomes were analyzed using hierarchical linear models (HLM). Teacher practices were assessed through self-reports, observations and trace data.</div></div><div><h3>Results</h3><div>Teachers shifted toward more student-centered instruction that incorporated decoding and comprehension, and students demonstrated significant reading improvements across gender and ability groups. Struggling readers in experimental classes made the largest gains, closing the gap with higher-reading peers in control classes.</div></div><div><h3>Conclusions</h3><div>Findings demonstrate that blended TPD instruction, combined with ABRA-READS software, can positively change classroom practice and improve all students’ reading abilities. This intervention offers a promising a strategy to mitigate learning disadvantages early by offering students equal opportunities to succeed. While the global crisis in education, especially in LMICs, persists, this research suggests a solution.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102259"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466255","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":"How is preservice teachers’ gaze during classroom observation connected to their assessments of teaching quality? A controlled study in screen-based and immersive video environments","authors":"Tosca Daltoè ,&nbsp;Tobias Appel ,&nbsp;Philipp Stark ,&nbsp;Birgit Brucker ,&nbsp;Anika Dreher ,&nbsp;Benjamin Fauth ,&nbsp;Marita Friesen ,&nbsp;Peter Gerjets ,&nbsp;Linn Hansen ,&nbsp;Ulrich Trautwein ,&nbsp;Richard Göllner","doi":"10.1016/j.learninstruc.2025.102260","DOIUrl":"10.1016/j.learninstruc.2025.102260","url":null,"abstract":"<div><h3>Background</h3><div>Teaching quality is commonly assessed through classroom observation. However, observer ratings of teaching quality frequently exhibit limited psychometric quality. Beyond evaluating the ratings themselves, exploring the observation process and the design of the video environment may offer valuable insights into conditions that enhance rating accuracy.</div></div><div><h3>Aims</h3><div>This study explored the classroom observation process of preservice teachers using eye-tracking technology and examined how their gaze behavior relates to the accuracy of their teaching-quality ratings. We also investigated the impact of different video environments by comparing traditional classroom videos presented on computer screens with immersive 360-degree classroom videos presented on virtual-reality headsets.</div></div><div><h3>Sample</h3><div><em>N</em> = 75 preservice teachers participated in a controlled lab study.</div></div><div><h3>Method</h3><div>Each participant observed two randomly assigned mathematics classroom videos—one in a traditional screen-based and one in an immersive video environment. Eye trackers recorded gaze behavior during critical classroom events. Participants rated the quality of the observed teaching after the video observations.</div></div><div><h3>Results</h3><div>Overall, observers adjusted their gaze according to the focus of critical events (teacher- or student-focused). In immersive 360-degree videos, they showed a stronger visual focus on the teacher. Both visual focus of attention and cognitive arousal during critical events, indicated by a larger pupil diameter, predicted the accuracy of teaching-quality ratings, with gaze being a stronger predictor of rating accuracy in immersive compared to screen-based videos.</div></div><div><h3>Conclusions</h3><div>The findings indicate that gaze behavior offers actionable insights into classroom observation processes and informs the design of observation environments in both research and teacher education.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102260"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525472","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":"Spatially-enhanced science instruction in elementary school: Impacts on teachers’ and students’ spatial skills","authors":"Kristin Michod Gagnier ,&nbsp;Steven J. Holochwost ,&nbsp;Ligia Tomazin ,&nbsp;Shoug Alsayegh ,&nbsp;Negar Fatahi ,&nbsp;Ben Gold ,&nbsp;Kelly R. Fisher","doi":"10.1016/j.learninstruc.2025.102248","DOIUrl":"10.1016/j.learninstruc.2025.102248","url":null,"abstract":"<div><h3>Background</h3><div>Developing spatial skills shows promise for enhancing teaching and learning in Science, Technology, Engineering, and Mathematics (STEM). While many initiatives have focused on dedicated spatial skills training, this approach is often impractical for public schools. To address this, we developed a spatially-enhanced (SE) science curriculum integrating five spatial strategies—gesture, spatial comparison, spatial language, sketching, and explicit instruction in visualizations—into teachers’ pedagogy, instructional materials, and student activities throughout the academic year.</div></div><div><h3>Aims</h3><div>We examined whether using this SE curriculum in science instruction improved teachers' and students' spatial skills. We hypothesized that embedding spatial thinking practices into daily science instruction would prompt teachers—and, in turn, their students—to reason about spatial relationships and properties, leading to improved spatial thinking by year's end.</div></div><div><h3>Sample</h3><div>Participants were 35 third-grade teachers and 572 students (ages 8–9) from a large, urban mid-Atlantic district.</div></div><div><h3>Methods</h3><div>Teachers and students were randomly assigned to one of three conditions: (1) Business-As-Usual (BAU), (2) NGSS-Aligned (NGSS), and (3) Spatially-Enhanced-NGSS (SE-NGSS). All completed pre- and post-assessments of spatial skills at the beginning and end of the academic year.</div></div><div><h3>Conclusions</h3><div>Spatially enhancing science instruction appears to be a feasible and promising approach to strengthening spatial thinking in education, particularly for teachers, whose skills improved significantly with the SE-NGSS curriculum. The impact on students was less pronounced, likely because they are one step removed from the locus of intervention and because outcomes are shaped by curriculum implementation and teacher and school-level factors.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102248"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145693803","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 unobtrusive approach to modelling team cohesion and collaboration in ecological classroom settings","authors":"Arslan Azad ,&nbsp;Vitomir Kovanovic ,&nbsp;Malgorzata Korolkiewicz ,&nbsp;Andrew Zamecnik ,&nbsp;Srecko Joksimovic ,&nbsp;Mutlu Cukurova","doi":"10.1016/j.learninstruc.2025.102268","DOIUrl":"10.1016/j.learninstruc.2025.102268","url":null,"abstract":"<div><h3>Background</h3><div>Cohesion and collaboration, particularly in K-12 settings, emerge as emergent phenomena, yet due to challenges in conducting classroom analytics studies in ecological settings, existing research mainly focuses on surveys. This calls for investigating cohesion in ecological settings to obtain insights directly applicable to students.</div></div><div><h3>Aims</h3><div>To derive ecologically valid insights into the emergent processes of cohesion and collaboration, this study analyses engagement, turn-taking, member influence and participation imbalance (using weighted eigenvector centrality) exhibited in audio of student conversations at both individual and group levels, which allows for inter-group and intra-group comparisons.</div></div><div><h3>Sample</h3><div>Participants were 16 school (K-12) students.</div></div><div><h3>Methods</h3><div>Participants were randomly divided into four groups. High-frequency communication exchanges were recorded for each group using an analog audio recorder. The audio was transcribed and analysed using an adaptation of Social Network Analysis with segmented nodes.</div></div><div><h3>Results</h3><div>Consistent with findings in educational and organisational psychology literature on teamwork, the results indicate that task cohesion relates to group performance in terms of task completion. We find that social cohesion patterns are dynamic and reflect evolving group dynamics through variations in turn-taking, influence, engagement and disengagement.</div></div><div><h3>Conclusion</h3><div>The study offers a conceptualisation of cohesion in ecological settings and demonstrates an approach to analysing cohesion and collaboration using audio data in authentic classrooms.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102268"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525424","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":"Beyond specific impact of a morphological program on spelling in French?","authors":"Anila Fejzo ,&nbsp;Rihab Saidane ,&nbsp;Kathleen Whissell-Turner","doi":"10.1016/j.learninstruc.2025.102225","DOIUrl":"10.1016/j.learninstruc.2025.102225","url":null,"abstract":"<div><h3>Objectives</h3><div>This study evaluated the effects of a morphological program on morphological awareness, the reported use of morphological strategies during spelling, and the spelling of morphemes and polymorphemic words in French among fourth graders.</div></div><div><h3>Methods</h3><div>A total of 120 fourth-grade students (mean age: 9 years, 4 months) from three schools in the Montreal area participated in the study. The experimental group consisted of 44 students from two classrooms who engaged in a 20-session morphological program delivered by the experimenter. The program focused on the meanings and forms of productive affixes, their concatenation rules, and the application of this knowledge during the spelling of polymorphemic words. Control group students followed a teaching-as-usual program. Pretest and posttest measures included assessments of morphological awareness, morphological knowledge use in spelling, as well as spelling of morphemes and polymorphemic words. Phonological awareness, non-verbal intelligence, and word reading were measured at pretest to ensure equivalency between the experimental and control groups.</div></div><div><h3>Results</h3><div>Multivariate analyses of covariance (MANCOVAs) were conducted to assess the effects on multiple dependent variables simultaneously. Results indicated that the experimental group significantly outperformed the control group on morpheme and word spelling measures at posttest except for the stem spelling which did not reach statistical significance.</div></div><div><h3>Conclusion</h3><div>These findings provide direct evidence of the effectiveness of a morphological intervention in enhancing French spelling, supported by children's reported use of morphological knowledge in their spelling choices. They also offer insights into the extent of this effectiveness with theoretical and educational implications for French orthography and beyond.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102225"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525474","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":"Examining short-term self-efficacy change connections with performance, perceived difficulty, and interest","authors":"Alex Shum,&nbsp;Luke K. Fryer","doi":"10.1016/j.learninstruc.2025.102223","DOIUrl":"10.1016/j.learninstruc.2025.102223","url":null,"abstract":"<div><h3>Background</h3><div>Limited research has been conducted on how self-efficacy changes and readjusts over time. In addition to performance, self-efficacy is related to perceived task difficulty, and interest. How these factors predict and are predicted by self-efficacy change are open questions.</div></div><div><h3>Aims</h3><div>Given self-efficacy's shorter-term contribution to learning, a microanalytic (frequent measurement) approach to simultaneously examine connections between initial and short-term changes in self-efficacy, formative assessments, perceived task difficulties, and interest was undertaken.</div></div><div><h3>Sample</h3><div>Two studies were conducted in first-year mathematics undergraduate courses at a Pacific-Asian research-intensive university (n = 299, Female = 200; n = 407, Female = 155).</div></div><div><h3>Method</h3><div>Students completed a prior knowledge measure, self-efficacy measures (Study 1: 5, Study 2: 6), quizzes (Study 1: 4, Study 2: 9), and corresponding perceived quiz difficulty measures. Self-efficacy changes were modelled using latent change score analyses, and embedded into fully-forward longitudinal structural equation models. Item response theory analyses were used to determine quizzes’ actual difficulty. Study 2 provided a partial test of replication of Study 1 results. Pre-post interest in mathematics was modelled in Study 2 only.</div></div><div><h3>Results</h3><div>Across both studies, initial and changes in self-efficacy generally predicted task performances positively. Initial self-efficacy negatively predicted perceived task difficulty. Perceived task difficulty presented mixed predictions to self-efficacy change. Furthermore, initial and short-term changes in self-efficacy were strongly and reciprocally connected to interest.</div></div><div><h3>Conclusions</h3><div>In both studies, pathways from perceived task difficulty to self-efficacy change and task performance emerged across both studies. In Study 2, pathways to self-efficacy change were extended to interest. Theoretical and practical implications are discussed.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102223"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525426","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":"Antecedents of creativity: Statistical discourse analysis of university student teams' interactions","authors":"Kim van Broekhoven ,&nbsp;Martina S.J. van Uum ,&nbsp;Ming Ming Chiu ,&nbsp;Evelyn H. Kroesbergen","doi":"10.1016/j.learninstruc.2025.102190","DOIUrl":"10.1016/j.learninstruc.2025.102190","url":null,"abstract":"<div><h3>Background</h3><div>Many societal problems (climate crisis, war, etc.) are too complex for individuals to solve and require team creativity. Therefore, many university teachers help their students collaborate to cultivate their creativity. As scholars have not yet determined teams' antecedent talk processes that aid or hinder the emergence of creative ideas, we examined how types of talk (e.g., agreement, disagreement, invitational question) and their sequences (e.g., consecutive invitational questions) affect the likelihood of ideas that are original, feasible, or creative.</div></div><div><h3>Methods</h3><div>We examined 4047 utterances by 12 students in 4 triads working on an open-ended, lifestyle problem in their classroom.</div></div><div><h3>Results</h3><div>Statistical discourse analysis showed that utterances with an invitational question or thinking marker were more likely to yield original, feasible, and creative ideas. By contrast, consecutive invitational questions, irrelevant talk, or process talk were less likely to yield original, feasible, and creative ideas.</div></div><div><h3>Conclusions</h3><div>Together, these findings imply that teachers should encourage invitational questions within team brainstorms, monitor for consecutive invitational questions, give students time and space for contemplation, and discourage off-task discussions.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102190"},"PeriodicalIF":4.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704643","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}