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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2017: baselines and conditions change

Subclaims¶

q3 i? Growth mixture modeling identified four conflict trajectory classes for boys (low-stable majority, low-increasing, high-declining, high-stable minority) and three for girls (low-stable, high-declining, low-increasing). → Spilt 2012 (2) q3 i? About 30% of girls and 40% of boys experienced increasing or decreasing patterns of conflict rather than stable-low trajectories. → Spilt 2012 (2)

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 · r3

Growth mixture model analysis of teacher-reported conflict in grades 1-5 for 657 at-risk children, reported in Results. Boys' four-class solution: low-stable majority (I=1.89; S=-.06, ns), low-increasing (I=2.38), high-declining (I=3.65; S=-.28, p<.05), and a 17-boy high-stable class (I=3.55; S=.07, ns).

"The majority of boys (201) showed low-stable levels of Conflict (I=1.89; S=-.06, ns). Sixty-one boys experienced moderate levels of Conflict (I=2.38) in grade 1 followed by modest increases across grades."

Spilt 2012 (2)¶

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 · r3

Discussion summary of the growth mixture results: conflict trajectories were not fixed; roughly 30% of girls and 40% of boys followed increasing or decreasing conflict patterns across elementary school, per the authors' own summary of the trajectory findings.

"Overall, study findings revealed that trajectories of conflict are not fixed but rather that about 30% of girls and 40% of boys experience increasing or decreasing patterns of conflict."

Discussion¶

Related Claims¶

• 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 — related
• Trajectory patterns of teacher-student warmth and conflict differ between boys and girls, with a high-stable conflict class found only for boys — possibly the same claim (merge candidate)
• Low warmth trajectories predict lower achievement gains for boys but not for girls — related
• Children with early behavioral, academic, and demographic risks are over-represented in adverse teacher-student relationship trajectories — related
• Teacher-reported warmth follows two trajectory classes per gender: a normative high-declining class and a low-increasing class starting from lower warmth — related
• The probability of school failure increases as a function of the timing and length of children's exposure to relational adversity — related
• Teacher-student relationships decline across middle and secondary school, characterised by less closeness and more conflict and distance — related