Higher teacher-student conflict is associated with lower levels of specific metacognitive skills, while closeness is positively associated with metacognition in upper elementary school¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students with higher conflict in their teacher relationships displayed lower levels of specific metacognitive skills (independent participation, task-orientation), while closer relationships were associated with better metacognitive abilities; in one of the two studies, students' own perception of conflict was not associated with their overall metacognition. → Niels J. de Ruig 2023
Evidence¶
Niels J. de Ruig 2023¶
Niels J. de Ruig, Peter F. de Jong, Marjolein Zee. (2023). Stimulating Elementary School Students' Self-Regulated Learning Through High-Quality Interactions and Relationships: A Narrative Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09795-5
q2 · i? · review · r2
Two cross-sectional studies in grades 3-6 (Huang 2010; Zee & de Bree 2017; mean 388 students, range 370-407), part of the review's seven metacognition studies (N range 106-996). The review notes that in Zee & de Bree (2017) students' self-reported conflict was not associated with their overall metacognition, so the conflict finding holds for specific skills. The review separately reports student-perceived closeness r = .37 versus teacher-perceived closeness r = .36 with independent participation (Huang, 2010); no effect size is printed in the quoted conflict finding itself.
"Furthermore, both studies reported that students with higher levels of conflict in the relationship with their teachers were more likely to display lower levels of metacognition, such as independent participation (i.e., independent, self-directed behavior in the classroom; Huang, 2010) and task-orientation (Zee & de Bree, 2017)."
Discussion¶
Learner Variables¶
- Metacognition — outcome: instruction changes it
- Self-Regulation — outcome: instruction changes it
- Social Awareness and Relationship Skills — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Classroom-level instructional support, organization, and emotional support are each positively associated with upper elementary students' metacognitive strategy use — related
- Dyadic teacher-student closeness is consistently positively associated with elementary students' regulation of motivation — 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
- Adolescent motivation research relies almost exclusively on student self-report of relationships, with dyadic and non-dyadic configurations both common — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dyadic-conflict-lower-metacognition |
title |
Higher teacher-student conflict is associated with lower levels of specific metacognitive skills, while closeness is positively associated with metacognition in upper elementary school |
description |
Higher teacher-student conflict is associated with lower levels of specific metacognitive skills, while closeness is positively associated with metacognition in upper elementary school |
status |
review |
evidence_strength |
weak |
newest_evidence |
2023 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — niels-j-de-ruig-2023 |
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