Teacher Expectations and Perceived Teacher Involvement Anticipate Changes in Latino/a Middle School Students' Expectations of Math Success

Autor/inn/en	Valdes, Olivia M.; Denner, Jill; Dickson, Daniel J.; Laursen, Brett
Titel	Teacher Expectations and Perceived Teacher Involvement Anticipate Changes in Latino/a Middle School Students' Expectations of Math Success
Quelle	In: Educational Psychology, 41 (2021) 6, S.786-805 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Valdes, Olivia M.) ORCID (Denner, Jill) ORCID (Laursen, Brett)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2020.1837345
Schlagwörter	Hispanic American Students; Middle School Students; Teacher Expectations of Students; Mathematics Achievement; Success; Student Attitudes; Teacher Student Relationship; Grade 6; Correlation; Predictor Variables; Achievement Gap; California + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Erfolg; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 06; 6. Schuljahr; Schuljahr 06; Korrelation; Prädiktor; Kalifornien
Abstract	Strong evidence indicates that student expectations of success in mathematics decline in middle school. The goal of the present study was to examine whether the expectations of teachers and the quality of the student-teacher relationship play a role in these declines. A total of 201 (86 boys, 115 girls) Latino/a students (M = 11.0 years) and their teachers completed surveys at the beginning and end of the 6th grade, describing expectations of the student's success in mathematics and perceptions of teacher involvement with the student. Higher teacher expectations of mathematics success and higher student reports of teacher involvement anticipated greater increases in student expectations of success; the former (but not the latter), was limited to students with above average mathematics abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01