Teacher-child closeness shows concurrent benefits but no prospective spillover to other domains once conflict covariation is controlled¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Closeness covaried positively with school engagement at all three time points but did not prospectively predict later child functioning in the path models. → Portilla Ximena A. 2014

Evidence¶

Portilla Ximena A. 2014¶

Portilla Ximena A., Ballard Parissa J., Adler Nancy E., Boyce W. Thomas, Obradović Jelena. (2014). An Integrative View of School Functioning: Transactions between Self-Regulation, School Engagement, and Teacher-Child Relationship Quality. Child development. https://doi.org/10.1111/cdev.12259

q3 · i? · associational · r2

Within-time covariation results (Table 4) showed closeness related to engagement concurrently at each wave but the theorized prospective benefits of closeness did not emerge in cross-domain pathways; the authors attribute prior positive findings to uncontrolled conflict covariation.

"closeness was positively related to school engagement at all three time points (kindergarten fall: B = .10, β = .32, p < .001; kindergarten spring: B = .10, β = .42, p < .001; 1st grade: B = .14, β = .38, p < .001) but negatively related to inattention and impulsivity only at the end of 1st grade"

Discussion¶

Related Claims¶

• Low self-regulation (inattention and impulsivity) at kindergarten entry predicts greater teacher-child conflict by kindergarten spring, and this effect persists into first grade — related
• Kindergarten teacher-child conflict and low self-regulation jointly predict decreases in school engagement, which in turn predicts first-grade academic competence — related
• Teacher-child conflict does not predict subsequent increases in children's inattention and impulsivity, contradicting a bidirectional transaction — related
• Kindergarten-spring conflict is positively associated with first-grade closeness, driven by high-conflict children, suggesting an opportunity for a fresh start — related
• Dyadic teacher-student closeness is consistently positively associated with elementary students' regulation of motivation — related
• Cross-lagged panel models revealed robust support for four transactional models of teacher- and student-reported closeness and teacher-reported conflict and dependency — related
• Student-teacher closeness, conflict and dependency, students' motivation, and academic achievement inform each other across the elementary grades — related