Student-teacher closeness, conflict and dependency, students' motivation, and academic achievement inform each other across the elementary grades¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2021 · 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? Cross-lagged panel models generally indicated that student-teacher closeness, conflict and dependency, students' motivation, and academic achievement informed each other across the elementary grades. → M. Zee 2021
Evidence¶
M. Zee 2021¶
M. Zee, K. Moritz Rudasill, R.J. Bosman. (2021). A Cross-Lagged Study of Students' Motivation, Academic Achievement, and Relationships With Teachers From Kindergarten to 6th Grade. Journal of Educational Psychology. https://doi.org/10.1037/edu0000574
q3 · i? · associational · r2
Cross-lagged panel models fitted to three waves of the Dutch COOL cohort study (N = 1,267 students, 207 teachers) showed that "student–teacher closeness, conflict and dependency, students' motivation, and academic achievement informed each other" across grades K-6.
"These models generally indicated that student–teacher closeness, conflict and dependency, students' motivation, and academic achievement informed each other across the elementary grades."
Discussion¶
Related Claims¶
- Cross-lagged panel models revealed robust support for four transactional models of teacher- and student-reported closeness and teacher-reported conflict and dependency — a narrower finding that bears on this claim
- The choice of longitudinal statistical model can determine whether reciprocal motivation-achievement relations are found — related
- Teacher-child closeness shows concurrent benefits but no prospective spillover to other domains once conflict covariation is controlled — related
- Across basic and extended RI-CLPMs and CLPMs of five-wave secondary-school data, math self-concept and achievement show consistent reciprocal (bidirectional) directional ordering — 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
transactional-relations-motivation-relationships-achievement-k6 |
title |
Student-teacher closeness, conflict and dependency, students' motivation, and academic achievement inform each other across the elementary grades |
description |
Student-teacher closeness, conflict and dependency, students' motivation, and academic achievement inform each other across the elementary grades |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — m-zee-2021 |
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