Kindergarten teacher-child conflict and low self-regulation jointly predict decreases in school engagement, which in turn predicts first-grade academic competence¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Greater fall conflict predicted lower school engagement by kindergarten spring (β = −.14, p < .05), and kindergarten spring engagement positively predicted first-grade academic competence (β = .29, p < .01). → Portilla Ximena A. 2014 q3 i? A significant indirect effect ran from inattention/impulsivity to academic competence through school engagement (β = −.06, p < .01); the indirect effect from conflict was only marginally significant (p < .10). → Portilla Ximena A. 2014 (2)

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

In the nested path models, fall teacher-child conflict predicted a reduction in school engagement by kindergarten spring, "associated with a similar reduction in school engagement by spring (B = −.08, β = −.14, p < .05)", over and above concurrent covariation.

"Further, greater conflict between teacher and child in the fall was associated with a similar reduction in school engagement by spring (B = −.08, β = −.14, p < .05)."

Portilla Ximena A. 2014 (2)¶

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

Post-hoc MODEL INDIRECT analyses in Mplus tested mediation: a "significant indirect effect (B = −.13, β = −.06, p < .01)" from inattention/impulsivity through school engagement to first-grade academic competence; the conflict pathway was only marginally significant.

"These supplemental analyses found a significant indirect effect (B = −.13, β = −.06, p < .01) from inattention/impulsivity to academic competence through school engagement. The indirect effect from conflict to academic competence was only marginally significant (B = −.04, β = −.04, p < .10)."

Discussion¶

Related Claims¶

• Teacher-child closeness shows concurrent benefits but no prospective spillover to other domains once conflict covariation is controlled — related
• 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
• Fall self-regulation (HTKS) scores predict spring literacy gains in first grade — related
• Kindergarten-spring conflict is positively associated with first-grade closeness, driven by high-conflict children, suggesting an opportunity for a fresh start — related
• Teacher-child conflict does not predict subsequent increases in children's inattention and impulsivity, contradicting a bidirectional transaction — related