The probability of school failure increases as a function of the timing and length of children's exposure to relational adversity¶

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? Consistent with chronic stress models, the probability of school failure increased with the timing and duration of exposure to relational stress, with chronic conflict most strongly associated with underachievement. → 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

Discussion interpretation of the trajectory-achievement findings: worst underachievement concurred with high and stable conflict for boys, significant underachievement occurred for increasing-conflict children, and declining conflict did not coincide with underachievement, supporting cumulative-exposure accounts.

"Thus, in convergence with peer research and chronic stress models, and consistent with the importance of recurrent versus episodic proximal processes emphasized in bioecologocial models (Bronfenbrenner & Morris, 2006), the probability of school failure appears to increase as a function to the timing and length of time children are exposed to relational stress"

Discussion¶

Learner Variables¶

• Adverse Experiences — predictor: learners who differ on it differ in outcomes

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 — a narrower finding that bears on this claim
• Chronicity, developmental timing, and intensity of adversity exposure shape children's neurobiological stress responses — related
• Early life stress produces structural and functional alterations in prefrontal-hippocampal-amygdala circuits in animals and humans, with reduced hippocampal volume among the most reliable human findings — related
• Chronic HPA axis activation via CRH and glucocorticoids is proposed to partially mediate the neural effects of early life stress — related
• Threat and deprivation show overlapping effects on PFC-amygdala connectivity and hippocampal volume — related
• Unpredictability and lack of contingent caregiver responding in childhood is associated with increased adolescent externalizing behaviors and altered prefrontal-hippocampal-amygdala circuits — related
• Exposure to adverse early circumstances affects the developing brain in ways that increase risk for later problems — a broader claim this one bears on
• Low warmth trajectories predict lower achievement gains for boys but not for girls — related
• 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
• Children exposed to early adversity are at increased risk for a broad range of developmental difficulties affecting both cognitive and emotional adjustment — a broader claim this one bears on
• Chronic (persistent) exposure to adverse social and economic circumstances is associated with greater effects on children's educational and cognitive outcomes than intermittent or no exposure — related