Isabelle Archambault , Sophie Pascal , Elizabeth Olivier , Kristel Tardif-Grenier , Véronique Dupéré , Michel Janosz
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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":4.7000,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Relationships with teachers and sense of belonging in school: Inter- and intra-individual variations according to adolescent immigrant background\",\"authors\":\"Isabelle Archambault , Sophie Pascal , Elizabeth Olivier , Kristel Tardif-Grenier , Véronique Dupéré , Michel Janosz\",\"doi\":\"10.1016/j.learninstruc.2024.101930\",\"DOIUrl\":null,\"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\":4.7000,\"publicationDate\":\"2024-04-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475224000574\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224000574","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Relationships with teachers and sense of belonging in school: Inter- and intra-individual variations according to adolescent immigrant background
Background
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.
Aims
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.
Sample
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).
Method
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.
Results
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.
Conclusions
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.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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