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))))))))) (. .)))
Children who were dismissive of their teachers showed higher academic performance.
( ( Children ( who ( were ( dismissive ( of ( their teachers ) ) ) ) ) ) ( ( showed ( higher ( academic performance ) ) ) . ) )
(ROOT (S (NP (NP (NNP Children)) (SBAR (WHNP (WP who)) (S (VP (VBD were) (NP (NP (NN dismissive)) (PP (IN of) (NP (PRP$ their) (NNS teachers)))))))) (VP (VBD showed) (NP (JJR higher) (JJ academic) (NN performance))) (. .)))