@article{ref1,
title="Trajectories of teacher-student warmth and conflict at the transition to middle school: effects on academic engagement and achievement",
journal="Journal of school psychology",
year="2018",
author="Hughes, Jan N. and Cao, Qian",
volume="67",
number="",
pages="148-162",
abstract="Using piece-wise longitudinal trajectory analysis, this study investigated trajectories of teacher-reported warmth and conflict in their relationships with students 4years prior to and 3years following the transition to middle school in a sample of 550 academically at-risk and ethnically diverse adolescents. At the transition to middle school, teacher reports of warmth showed a significant drop (shift in intercept), above age-related declines. Both warmth and conflict declined across the middle school years. Structural equation modeling (SEM) tested effects of the shifts in intercept and the post-transition slopes on reading and math achievement, teacher-rated engagement, and student-reported school belonging 3years post-transition, above pre-transition levels of the outcome. For warmth, a drop in intercept predicted lower math scores and engagement, and a more positive slope predicted higher engagement. For conflict, an increase in intercept and a negative slope predicted lower engagement. Implications of findings for reducing normative declines in academic engagement in middle school are discussed.<br><br>Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.<p /> <p>Language: en</p>",
language="en",
issn="0022-4405",
doi="10.1016/j.jsp.2017.10.003",
url="http://dx.doi.org/10.1016/j.jsp.2017.10.003"
}