Who benefits the most? Teacher expectations and their relation with students’ achievement in mathematics in primary school

IF 2.8 2区 心理学 Q2 PSYCHOLOGY, SOCIAL European Journal of Social Psychology Pub Date : 2024-02-02 DOI:10.1002/ejsp.3035
Lena Hollenstein, Christian Brühwiler, Johannes König
{"title":"Who benefits the most? Teacher expectations and their relation with students’ achievement in mathematics in primary school","authors":"Lena Hollenstein,&nbsp;Christian Brühwiler,&nbsp;Johannes König","doi":"10.1002/ejsp.3035","DOIUrl":null,"url":null,"abstract":"<p>Over the past 50 years, many studies have investigated the impact of teacher expectations on student achievement and indicated small to moderate effects. Currently, it is still unclear which student-related factors (e.g. socioeconomic status, or gender) moderate the expectation effect. There is still a need to gain a better understanding of the relation between teacher expectations and students' characteristics. The present study aims to examine the accuracy of teacher expectations as well as student-related moderators of the expectation effects on students' achievement. The analyses are based on data from a longitudinal study including 28 primary school teachers and their students (N = 509). The results show that high expectations of teachers correlated positively with student achievement in mathematics, although no significant moderating effects were found. These findings strengthen the importance of ensuring high teacher expectations for all students.</p>","PeriodicalId":48377,"journal":{"name":"European Journal of Social Psychology","volume":null,"pages":null},"PeriodicalIF":2.8000,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ejsp.3035","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Social Psychology","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/ejsp.3035","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}
引用次数: 0

Abstract

Over the past 50 years, many studies have investigated the impact of teacher expectations on student achievement and indicated small to moderate effects. Currently, it is still unclear which student-related factors (e.g. socioeconomic status, or gender) moderate the expectation effect. There is still a need to gain a better understanding of the relation between teacher expectations and students' characteristics. The present study aims to examine the accuracy of teacher expectations as well as student-related moderators of the expectation effects on students' achievement. The analyses are based on data from a longitudinal study including 28 primary school teachers and their students (N = 509). The results show that high expectations of teachers correlated positively with student achievement in mathematics, although no significant moderating effects were found. These findings strengthen the importance of ensuring high teacher expectations for all students.

Abstract Image

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
谁受益最多?教师的期望及其与学生小学数学成绩的关系
在过去的 50 年中,许多研究调查了教师期望对学生成绩的影响,结果表明,这种影 响很小,甚至适中。目前,还不清楚哪些与学生有关的因素(如社会经济地位或性别)会调节期望效应。我们仍然需要更好地了解教师期望与学生特征之间的关系。本研究旨在探讨教师期望的准确性,以及与学生相关的期望对学生成绩影响的调节因素。分析基于一项纵向研究的数据,其中包括 28 名小学教师及其学生(N = 509)。结果表明,教师的高期望值与学生的数学成绩呈正相关,但没有发现显著的调节效应。这些研究结果加强了确保教师对所有学生抱有高期望的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
6.10
自引率
7.70%
发文量
84
期刊介绍: Topics covered include, among others, intergroup relations, group processes, social cognition, attitudes, social influence and persuasion, self and identity, verbal and nonverbal communication, language and thought, affect and emotion, embodied and situated cognition and individual differences of social-psychological relevance. Together with original research articles, the European Journal of Social Psychology"s innovative and inclusive style is reflected in the variety of articles published: Research Article: Original articles that provide a significant contribution to the understanding of social phenomena, up to a maximum of 12,000 words in length.
期刊最新文献
Issue Information ‘(N)One of us but all of them!’ Ingroup favouritism on individual and group levels in the context of deviant behaviour Never again: Lessons of genocide in survivor testimonies from the Holocaust, Nanjing massacre and Rwandan genocide Age of the examiner and older people's memory performances: A test of the stereotype threat theory using variations on negative age stereotypes across 18 European countries Do women only apply when they are 100% qualified, whereas men already apply when they are 60% qualified?
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1