In contrast, children who regarded their teachers as unsupportive were more likely to disengage, stop trying, and show declines in achievement.
( ( In contrast ) ( , ( ( children ( who ( ( regarded ( their teachers ) ) ( as unsupportive ) ) ) ) ( ( were ( more ( likely ( to ( ( ( ( ( disengage , ) ( stop trying ) ) , ) and ) ( ( show declines ) ( in achievement ) ) ) ) ) ) ) . ) ) ) )
(ROOT (S (PP (IN In) (NP (NN contrast))) (, ,) (NP (NP (NNS children)) (SBAR (WHNP (WP who)) (S (VP (VBD regarded) (NP (PRP$ their) (NNS teachers)) (PP (IN as) (NP (NN unsupportive))))))) (VP (VBD were) (ADJP (RBR more) (JJ likely) (S (VP (TO to) (VP (VP (VB disengage)) (, ,) (VP (VB stop) (S (VP (VBG trying)))) (, ,) (CC and) (VP (VB show) (NP (NNS declines)) (PP (IN in) (NP (NN achievement))))))))) (. .)))
By contrast, the children who regarded their teachers as unsupportive were more likely to disengage.
( ( By contrast ) ( , ( ( ( the children ) ( who ( ( regarded ( their teachers ) ) ( as unsupportive ) ) ) ) ( ( were ( more ( likely ( to disengage ) ) ) ) . ) ) ) )
(ROOT (S (PP (IN By) (NP (NN contrast))) (, ,) (NP (NP (DT the) (NNS children)) (SBAR (WHNP (WP who)) (S (VP (VBD regarded) (NP (PRP$ their) (NNS teachers)) (PP (IN as) (NP (NN unsupportive))))))) (VP (VBD were) (ADJP (RBR more) (JJ likely) (S (VP (TO to) (VP (VB disengage)))))) (. .)))