Conflict trajectory classes predict grade 6 achievement: chronic high-stable conflict shows the worst underachievement, rising conflict coincides with underachievement, but declining conflict does not¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Boys with high-stable conflict trajectories had much lower grade 6 achievement than the other conflict subgroups, after controlling for grade 1 achievement, IQ, and externalizing behavior. → Spilt 2012 q3 i? Children with low-increasing conflict trajectories performed significantly worse than the low-stable and high-declining groups, while high-declining and low-stable groups did not differ. → Spilt 2012

Evidence¶

Spilt 2012¶

Spilt, J. L., Hughes, J. N., Wu, J.-Y., & Kwok, O.-M. (2012). Dynamics of Teacher-Student Relationships: Stability and Change across Elementary School and the Influence on Children's Academic Success. Child Development, 83(4), 1180-1195. https://doi.org/10.1111/j.1467-8624.2012.01761.x

q3 · i? · associational · r2

Prediction of Achievement analysis (Results): Time 6 achievement residualized on grade 1 IQ, externalizing behavior, and achievement, then compared across conflict trajectory classes with the Fisher LSD test (p ≤.05; one-tailed); significant class differences emerged for boys and girls.

"For boys, the subgroup with high-stable patterns had much lower Achievement scores than the other subgroups. Children with low-increasing trajectories performed significantly worse than the low-stable and high-declining groups. Children with high-declining patterns did not differ from children with low-stable patterns."

Discussion¶

Related Claims¶

• The probability of school failure increases as a function of the timing and length of children's exposure to relational adversity — a broader claim this one bears on
• Teacher-student conflict follows distinct longitudinal trajectory classes across elementary school, including low-stable, low-increasing, high-declining, and (for boys only) high-stable patterns — related
• Trajectory patterns of teacher-student warmth and conflict differ between boys and girls, with a high-stable conflict class found only for boys — related
• Low warmth trajectories predict lower achievement gains for boys but not for girls — related