An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes

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Samenvatting

Little is known about factors other than students’ abilities and background
variables that shape teachers’ achievement expectations. This study was aimed at investigating the role of teachers’ perceptions of students attributes (working habits, popularity, self-confidence, student–teacher relationships, and classroom behavior) in shaping teachers’ expectations. The sample analyzed consisted of 5316 students and 469 classes in grade 6 in Dutch primary education. Teachers had higher expectations for students who they perceived as self-confident and having positive work habits. Differences in expectations between boys and girls
could partly be explained by the teachers’ perceptions of students’ work habits.
Teachers differed in the extent to which they let their perceptions of student attributes shape their expectations.
Originele taal-2English
Pagina's (van-tot)217-240
Aantal pagina's24
TijdschriftSocial Psychology of Education
Volume19
Nummer van het tijdschrift2
Vroegere onlinedatumjan-2016
DOI's
StatusPublished - jun-2016

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