Who benefits the most? Teacher expectations and their relation with students’ achievement in mathematics in primary school
Resource type
Journal Article
Status
Published
Recommended form of citation (APA)
Hollenstein, L., Brühwiler, C., & König, J. (2024). Who benefits the most? Teacher expectations and their relation with students’ achievement in mathematics in primary school. European Journal of Social Psychology, 54(3), 658-669. http://doi.org/10.1002/ejsp.3035
Author(s)
External DOI
PHSG Organisation name
License Condition
CC BY-NC 4.0 (International)
Proforis OA-status
Hybrid OA
OA-Acknowledgement
This OA publication was made possible by the R&P contracts of swissuniversities.
Topic PHSG
Lehrperson und Klasse: Unterricht und soziale Interaktion
Fields of Science and Technology (OECD)
Education, general (including training, pedagogy, didactics)
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.
PHSG Organisation name
PHSG division (old structure)
PHSG - Institut Professionsforschung & Kompetenzentwicklung
Funder
Version
Published Version
Access Rights
Open Access
License Condition
CC BY-NC 4.0 (International)
Rights Holder
Author(s)