Children with early behavioral, academic, and demographic risks are over-represented in adverse teacher-student relationship trajectories¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Warmth trajectory classes differed on externalizing behavior, IQ, and ethnicity, with African American students less likely to be in the high-declining warmth group. → 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 · r2

Warmth trajectory class comparisons (Results, Table 2): the high-declining warmth group showed lower externalizing behavior and higher IQ than the low-increasing group for both genders; warmth classes also differed in ethnic composition, with African American students under-represented in the high-declining group.

"Boys and girls in the high declining warmth group had lower Externalizing behavior (t348=15.91, p < .001; t305=16.63, p < .001, boys and girls, respectively), and higher IQ (t348=2.72, p < .01; t305=4.68, p < .001, boys and girls, respectively) than students in the low increasing group."

Discussion¶

Related Claims¶

• 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 — related
• Trajectory patterns of teacher-student warmth and conflict differ between boys and girls, with a high-stable conflict class found only for boys — 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
• Low warmth trajectories predict lower achievement gains for boys but not for girls — related
• Demographic covariates were significantly associated with latent class membership — related
• Teacher-student relationships decline across middle and secondary school, characterised by less closeness and more conflict and distance — related