Trajectory patterns of teacher-student warmth and conflict differ between boys and girls, with a high-stable conflict class found only for boys¶

Claim · All claims
Evidence · 1 study · 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? Multiple-group analyses showed trajectory patterns for warmth and conflict differed significantly for boys and girls, and the high-stable conflict trajectory emerged only among boys. → 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 · r3

Multiple-group GMM comparison (Results): freely estimated across-gender models fit significantly better than gender-fixed models for both warmth and conflict, supporting separate modeling; boys evidenced lower warmth and more conflict overall, with the high-stable conflict class found only for boys.

"Freely estimated models across gender showed a significant better fit than fixed models for Warmth (∆BIC=36, ∆df =4, p<.001) and Conflict (∆BIC=248, ∆df =8, p<.001). Thus we concluded that trajectory patterns for Warmth and Conflict differed for boys and girls."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

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
• 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 — possibly the same claim (merge candidate)
• Children with early behavioral, academic, and demographic risks are over-represented in adverse teacher-student relationship trajectories — related
• Low warmth trajectories predict lower achievement gains for boys but not for girls — 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
• Gender is unevenly distributed across participation profiles: boys are overrepresented among disconnected and girls among diligent students
• Boys report more frequent classroom discipline problems than girls in language classes — related