Jan N. Hughes|Qian Cao
Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement
Mitchell Institute|Texas A&M University|Mitchell Institute|Texas A&M University
using piecewise longitudinal trajectory analysis study investigated trajectories teacherreported warmth conflict relationships students 4 years prior 3 years following transition middle school sample 550 academically atrisk ethnically diverse adolescents transition middle school teacher reports warmth showed significant drop shift intercept agerelated declines warmth conflict declined across middle school years structural equation modeling sem tested effects shifts intercept posttransition slopes reading math achievement teacherrated engagement studentreported school belonging 3 years posttransition pretransition levels outcome warmth drop intercept predicted lower math scores engagement positive slope predicted higher engagement conflict increase intercept negative slope predicted lower engagement implications findings reducing normative declines academic engagement middle school discussed