Teacher-reported warmth follows two trajectory classes per gender: a normative high-declining class and a low-increasing class starting from lower warmth¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2017: baselines and conditions change
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? For both boys and girls, a two-class warmth solution fit best: a large majority followed a slightly-decreasing (high-declining) trajectory and a smaller class started low but increased in warmth. → 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 · r3
Growth mixture modeling of teacher-reported warmth (grades 1-5) in Results: boys' two-class solution (two-class BIC = 4267) with a slightly-decreasing majority (I=4.02, S=-.07, p<.05) and a low-increasing class (I=2.69, S=.14, p<.05); girls showed a similar two-class solution with higher intercepts.
"The large majority of boys (n=312) followed a slightly-decreasing trajectory with an intercept (I) of 4.02 and a slope (S) of -.07, p< .05. The second class consisted of boys (n=38) starting with relatively low levels of Warmth (I=2.69) but showing significant increases in Warmth across years (S=.14, p< .05)."
Discussion¶
Related Claims¶
- 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
- Low warmth trajectories predict lower achievement gains for boys but not for girls — 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
- Prosocial behavior, aggression, and peer relationships are stratified along gender, ethnoracial, and socioeconomic lines — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
warmth-trajectory-classes-elementary |
title |
Teacher-reported warmth follows two trajectory classes per gender: a normative high-declining class and a low-increasing class starting from lower warmth |
description |
Teacher-reported warmth follows two trajectory classes per gender: a normative high-declining class and a low-increasing class starting from lower warmth |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
recheck_by |
2017 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — spilt-2012 |
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