Teacher-child conflict does not predict subsequent increases in children's inattention and impulsivity, contradicting a bidirectional transaction¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? After controlling for stability and within-time covariation, conflict with teachers did not predict later increases in inattention and impulsive behaviors across kindergarten or into first grade. → 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 · r3

In the Discussion the authors report that the reverse pathway from conflict to later inattention/impulsivity was not significant in the path models, contrary to their hypothesis and to prior transactional findings they cite (Arnold et al., 1998; Doumen et al., 2008; Leflot et al., 2011).

"In contrast, conflict with teachers did not predict increases in inattention and impulsive behaviors across time. This ran counter to our original hypothesis that we would observe bidirectional transactions between teacher-child relationship quality and children's behaviors, as has been found in other work"

Discussion¶

Related Claims¶

• Teacher-child closeness shows concurrent benefits but no prospective spillover to other domains once conflict covariation is controlled — 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
• 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
• Teacher-reported relationship conflict, but not closeness, is modestly related to teacher efficacy beliefs and depression, though findings are mixed — 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