Peer Relationship Difficulties in Multiethnic Classrooms: A Longitudinal Study.

Maria Chiara Basilici, Federica Stefanelli, Annalaura Nocentini, Ersilia Menesini

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In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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5 · Who and what money

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4 authors.

Maria Chiara BasiliciDepartment of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Via di San Salvi, 12, Complesso di San Salvi Padiglione 26, 50135 Florence, Italy.ORCID 0000-0001-9591-2763

Federica StefanelliDepartment of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Via di San Salvi, 12, Complesso di San Salvi Padiglione 26, 50135 Florence, Italy.ORCID 0000-0001-5651-2601

Annalaura NocentiniDepartment of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Via di San Salvi, 12, Complesso di San Salvi Padiglione 26, 50135 Florence, Italy.

Ersilia MenesiniDepartment of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Via di San Salvi, 12, Complesso di San Salvi Padiglione 26, 50135 Florence, Italy.ORCID 0000-0003-2302-3048

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Peer relationship difficulties during adolescence can significantly affect development. As classrooms become increasingly multiethnic, little is known about how native students navigate these contexts, while research on students with an immigrant background has mainly examined the onset of peer relationship difficulties. Moreover, the impact of the classroom ethnic composition-the proportion of students with an immigrant background relative to native students-remains unclear, with various theories offering conflicting perspectives. To address these gaps, this study examines the longitudinal development of peer relationship difficulties, considering students' immigrant backgrounds and classroom ethnic composition. Two data collections were conducted (T1: December 2021/January 2022; T2: May/June 2022) in Italy. The sample included 604 first-year high school students (M

Indexed as

classroom immigrant proportionimmigrant backgroundlinear mixed modelmultiethnic classroomspeer relationship difficulties

Identifiers

PMID41153219

DOI10.3390/bs15101430

PMCPMC12561776

What OpenQuestion holds

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LicenceCC BY

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.