Teacher–student conflict correlated negatively with math achievement, and closeness correlated positively in third grade¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i1 small
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Bivariate correlations linked warmer relations and less conflict with higher math scores. → Crosnoe 2010

Evidence¶

Crosnoe 2010¶

Crosnoe, R., Morrison, F., Burchinal, M., Pianta, R., Keating, D., Friedman, S. L., Clarke-Stewart, K. A., & the NICHD Early Child Care Research Network. (2010). Instruction, Teacher–Student Relations, and Math Achievement Trajectories in Elementary School. Journal of Educational Psychology. https://doi.org/10.1037/a0017762

q3 · i1 · associational · r2

Correlational analysis (Table 3) among focal variables for the full analytical sample. Conflict showed the strongest association ("rs = −.35 in third, −.26 in fifth"); closeness r = .16 and basic skills r = −.15 were small. Correlational, not causal.

"Children scored better on third-grade math tests when they had warmer relations with teachers in third grade (r = .16), when they had less conflict with teachers in both grades (rs = −.35 in third, −.26 in fifth), and when their teachers spent less time on basic skills instruction (r = −.15) in fifth grade."

Discussion¶

Related Claims¶

• Observed motivation indicators predict student-teacher conflict but not closeness: less persistence, greater task competence, and more interest/arousal predict greater conflict — related