Low warmth trajectories predict lower achievement gains for boys but not for girls¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2012 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Boys in the low-increasing warmth trajectory obtained substantially lower achievement scores than boys in the high-declining warmth trajectory; warmth trajectory classes did not predict girls' achievement gains. → 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

Prediction of Achievement analysis (Results) using residualized Time 6 achievement: a gender-specific effect, with boys' warmth trajectory classes predicting achievement but girls' warmth classes showing no prediction of gains.

"Boys with low-increasing levels of Warmth obtained substantially lower Achievement scores than boys following a high-declining trajectory (Table 2). Trajectory classes of Warmth did not predict girls' gains in Achievement."

Discussion¶

Learner Variables¶

• Adverse Experiences — predictor: learners who differ on it differ in outcomes
• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Conflict trajectory classes predict grade 6 achievement: chronic high-stable conflict shows the worst underachievement, rising conflict coincides with underachievement, but declining conflict does not — related
• 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
• Children with early behavioral, academic, and demographic risks are over-represented in adverse teacher-student relationship trajectories — 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
• Gender is unevenly distributed across participation profiles: boys are overrepresented among disconnected and girls among diligent students
• Prosocial behavior, aggression, and peer relationships are stratified along gender, ethnoracial, and socioeconomic lines — related
• The probability of school failure increases as a function of the timing and length of children's exposure to relational adversity — related