Observed motivation indicators predict student-teacher conflict but not closeness: less persistence, greater task competence, and more interest/arousal predict greater conflict¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2011 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Observed emotion and task behaviors did not predict student-teacher closeness. → Berhenke 2011 q3 i? Less persistence predicted greater conflict while greater task competence and more interest/arousal predicted greater conflict. → Berhenke 2011 (2)

Evidence¶

Berhenke 2011¶

Berhenke, Amanda; Miller, Alison L.; Brown, Eleanor; Seifer, Ronald; Dickstein, Susan. (2011). Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates. Early childhood research quarterly. https://doi.org/10.1016/j.ecresq.2011.04.001

q3 · i? · associational · r2

Hierarchical regression on STRS closeness scores; the article reports "Observed emotion and task behaviors did not predict student-teacher closeness (R2 = .07)." Equivalence was not tested.

"Observed emotion and task behaviors did not predict student-teacher closeness (R2 = .07)."

Berhenke 2011 (2)¶

Berhenke, Amanda; Miller, Alison L.; Brown, Eleanor; Seifer, Ronald; Dickstein, Susan. (2011). Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates. Early childhood research quarterly. https://doi.org/10.1016/j.ecresq.2011.04.001

q3 · i? · associational · r2

Regression on STRS conflict scores (R2 = .19); "less persistence predicted greater conflict while greater task competence and more interest/arousal predicted greater conflict."

"Specifically, less persistence predicted greater conflict while greater task competence and more interest/arousal predicted greater conflict (see Table 5)."

Discussion¶

Learner Variables¶

• Achievement Emotions — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Observed interest/arousal during challenging tasks predicts poorer teacher-rated social competence and more hyperactivity: the top third was rated least socially competent, and the top and middle thirds more hyperactive than the bottom third — related
• Observed task persistence during challenging tasks predicts teacher-rated academic competence and learning-related behaviors in Head Start graduates — related
• Observed shame expressions during challenging tasks predict greater teacher-rated social competence, work-related skills, and academic skills — 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
• Observed help-seeking during the challenge task is unrelated to teacher-rated learning-related behaviors and academic skills — related
• Children showing high levels of negative externalizing emotions during the challenge task are rated as less socially competent, more hyperactive, and with poorer interpersonal and self-regulatory skills — related
• Teacher–student conflict correlated negatively with math achievement, and closeness correlated positively in third grade — related