Low self-regulation (inattention and impulsivity) at kindergarten entry predicts greater teacher-child conflict by kindergarten spring, and this effect persists into first grade¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Children with more inattention and impulsivity in kindergarten fall showed greater teacher-child conflict in kindergarten spring (β = .20, p < .01) and again more conflict with first-grade teachers (β = .28, p < .001). → Portilla Ximena A. 2014

Evidence¶

Portilla Ximena A. 2014¶

Portilla Ximena A., Ballard Parissa J., Adler Nancy E., Boyce W. Thomas, Obradović Jelena. (2014). An Integrative View of School Functioning: Transactions between Self-Regulation, School Engagement, and Teacher-Child Relationship Quality. Child development. https://doi.org/10.1111/cdev.12259

q3 · i? · associational · r2

Nested path analysis (Model 2) of 338 children across three waves found fall inattention/impulsivity predicted "greater teacher-child conflict (B = .56, β = .20, p < .01)" by kindergarten spring, controlling for stability and within-time covariation.

"Those children who exhibited more inattention and impulsivity in the fall had lower levels of school engagement by the end of the school year (B = −.27, β = −.19, p < .01), as well as greater teacher-child conflict (B = .56, β = .20, p < .01)."

Portilla Ximena A. 2014 (2)¶

Portilla Ximena A., Ballard Parissa J., Adler Nancy E., Boyce W. Thomas, Obradović Jelena. (2014). An Integrative View of School Functioning: Transactions between Self-Regulation, School Engagement, and Teacher-Child Relationship Quality. Child development. https://doi.org/10.1111/cdev.12259

q3 · i? · associational · r2

Model 3 cross-domain pathways from kindergarten spring to first grade showed the self-regulation-to-conflict effect persisted: higher end-of-kindergarten inattention/impulsivity predicted "more conflict with their first grade teachers (B = .70, β = .28, p < .001)".

"The pattern between inattention and impulsivity, and teacher-conflict, persisted from kindergarten to first grade: children who had higher levels of inattention and impulsivity at the end of kindergarten experienced more conflict with their first grade teachers (B = .70, β = .28, p < .001)."

Discussion¶

Related Claims¶

• Teacher-child closeness shows concurrent benefits but no prospective spillover to other domains once conflict covariation is controlled — related
• Kindergarten teacher-child conflict and low self-regulation jointly predict decreases in school engagement, which in turn predicts first-grade academic competence — related
• Kindergarten-spring conflict is positively associated with first-grade closeness, driven by high-conflict children, suggesting an opportunity for a fresh start — related
• Child gender at kindergarten entry predicts initial functioning: boys show more conflict and inattention/impulsivity, girls more closeness and school engagement — related
• Teacher-child conflict does not predict subsequent increases in children's inattention and impulsivity, contradicting a bidirectional transaction — related
• Fall self-regulation (HTKS) scores predict spring literacy gains in first grade — related
• Among kindergartners with low number sense, attention problems and executive functioning each uniquely predict first-grade mathematics outcomes — related
• Teacher-rated hyperactive/impulsive behavior did not predict any first-grade academic outcomes in children with low number sense — related
• Observed motivation indicators predict student-teacher conflict but not closeness: less persistence, greater task competence, and more interest/arousal predict greater conflict — related
• Higher teacher-student conflict is associated with lower levels of specific metacognitive skills, while closeness is positively associated with metacognition in upper elementary school — related
• Observed task persistence during challenging tasks predicts teacher-rated academic competence and learning-related behaviors in Head Start graduates — related
• Cross-lagged panel models revealed robust support for four transactional models of teacher- and student-reported closeness and teacher-reported conflict and dependency — related
• Student-teacher closeness, conflict and dependency, students' motivation, and academic achievement inform each other across the elementary grades — related