The interaction of peer rejection and teacher-child closeness/conflict significantly predicts later language competence in multilevel models¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2025 · not yet checked against its sources · 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.

q3 i? After controlling for condition, language competence T1, gender, age, home language, parents' education, peer rejection, and closeness/conflict, the peer rejection x teacher-child closeness/conflict interaction was significant. → Femke van der Wilt 2025

Evidence¶

Femke van der Wilt 2025¶

Femke van der Wilt, Jantine Spilt, Sharisse van Driel, Hilde Colpin. (2025). The moderating role of the teacher-child relationship in the association between peer rejection and language competence in early childhood education. Learning and Instruction 100 (2025) 102217. https://doi.org/10.1016/j.learninstruc.2025.102217

q3 · i? · associational · r2

Multilevel (linear mixed model) analyses with random intercepts in N = 328 children nested in 17 classes; Model 10 added the interaction term. The article reports "the interaction effect of peer rejection and teacher-child closeness/conflict was significant"; Table 2 prints p = .043 (closeness) and p < .001 (conflict), with no effect size.

"the interaction effect of peer rejection and teacher-child closeness/conflict was significant"

Discussion¶

Learner Variables¶

Social Awareness and Relationship Skills — moderator: an instructional effect differs with it

The study is the first to examine whether the teacher-child relationship moderates the link between peer rejection and language competence — related
Peer rejection shows a significant negative correlation with language competence but no main effect on later language competence after controls — related
Peer rejection is negatively related to later language competence only for children with above-median teacher-child conflict, not below-median conflict — a narrower finding that bears on this claim
Peer rejection is negatively related to later language competence only for children with below-median teacher-child closeness, not above-median closeness — a narrower finding that bears on this claim

Page metadata

Field	Value
`type`	`claim`
`id`	`peer-rejection-teacher-relationship-interaction-language`
`title`	`The interaction of peer rejection and teacher-child closeness/conflict significantly predicts later language competence in multilevel models`
`description`	`The interaction of peer rejection and teacher-child closeness/conflict significantly predicts later language competence in multilevel models`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2025`
`generated`	by `process:wiki-ingest` on `2026-10-23`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `femke-van-der-wilt-2025`

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