Causal influence of teachers' expectations on children's academic performance: A cross-lagged panel analysis.

Crano, William D.; Mellon, Phyllis M.

doi:10.1037/0022-0663.70.1.39

Cited by 100 publications

(68 citation statements)

References 35 publications

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“…Initially, scholars conducted cross-lagged panel analyses (Campbell, 1963) to test for significant differences between the X1-Y2 correlation and the Y1-X2 correlation, with the aim of establishing that the causal direction is stronger in one direction than in the other (Kenny, 1973), and in order to reject spuriousness (see e.g. Crano & Mellon, 1978). However, this approach has been criticised (Rogosa, 1980;c.f.…”

Section: Resultsmentioning

confidence: 98%

Antecedents and consequences of acculturation preferences of non‐indigenous Chileans in relation to an indigenous minority: longitudinal survey evidence

Zagefka

Brown

González

2008

Euro J Social Psych

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Two longitudinal survey studies were conducted with non-indigenous majority Chilean participants (Ns ¼ 755 crosssectional, 198 longitudinal in study 1; 390 cross-sectional, 333 longitudinal in study 2). In contrast to most previous research, the longitudinal design allowed to test directly the hypothesised causal direction of effects. There were two broad research questions. Firstly, what is the relationship between acculturation preferences of non-indigenous majority members and negative affect towards the indigenous Mapuche? More specifically, does a preference for integration lead to less negative affect than a preference for assimilation, separation or marginalisation? Related to this, do the dimensions of culture maintenance and contact taken singly predict negative affect and/or vice versa? Secondly, does knowledge about the Mapuche causally and indirectly influence acculturation preferences, partially mediated by sympathy with the Mapuche? Results confirmed that knowledge influenced acculturation preferences, and that sympathy was a partial mediator. Acculturation preferences, in turn, influenced negative affect. The contact dimension underlying the categorical acculturation strategies was a predictor of outcomes, while the culture maintenance dimension was not. Implications of the findings are discussed. Copyright # 2008 John Wiley & Sons, Ltd.The question which role ethnic minorities should have within a broader society often causes fierce debate and conflict. In fact, few political issues seem to be as contested as the question which liberties ethnic minority groups should be granted, how much their rights of celebrating their difference from mainstream society should be restricted and-more broadlyhow the relations between minority and majority groups should be defined. Of course, these questions are not only applicable to new ethnic minorities-i.e. relatively recent immigrant groups-but also to indigenous peoples, who historically were once (but in many cases are no longer) in the majority in a given territory. This paper investigates majority members' attitudes towards one such indigenous minority group: It explores the attitudes of non-indigenous majority Chileans towards the indigenous Mapuche (see e.g. Cornejo & Morales, 1999). 1 The goal of the present work was to find causal antecedents and consequences of acculturation preferences of non-indigenous Chileans in relation to the indigenous Mapuche. Expressed broadly, we were interested in how non-indigenous Chileans conceive of the Mapuche within larger society: Under which conditions are they interested in protecting the indigenous culture, and when are they more in favour of an assimilationist model? Consequences of different acculturation preferences were also examined.European Journal of Social Psychology Eur. J. Soc. Psychol. 39, 558-575 (2009) In this case, majority status is defined by both group size and power; these two features coincide for the groups investigated by the present research. By non-indigenous Chileans, we mean t...

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Section: Resultsmentioning

confidence: 98%

Antecedents and consequences of acculturation preferences of non‐indigenous Chileans in relation to an indigenous minority: longitudinal survey evidence

Zagefka

Brown

González

2008

Euro J Social Psych

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Section: Teachers and Cognitive Developmentmentioning

confidence: 96%

Cultural Influences on Children’s Cognitive and Metacognitive Development

Kurtz¹

1990

Interactions Among Aptitudes, Strategies, and Knowledge in Cognitive Performance

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“…For instance, in a 4-year longitudinal study of British elementary pupils, Crano and Mellon (1978) found that the influence of teachers' expectations on student achievement was much stronger than the reverse relationship. Teachers' attributional theories about achievement and their achievement expectancies for particular students influenced the amount of praise and criticism they gave children as well as their amount of intimacy and power-sharing (Grant & Rothenberg, 1986;Parsons, Kaczala, & Meece, 1982).…”

Section: Teachers' Strategy Instructionmentioning

confidence: 99%

Strategy instruction and attributional beliefs in West Germany and the United States: Do teachers foster metacognitive development?

Kurtz¹,

Schneider²,

Carr³

et al. 1990

Contemporary Educational Psychology

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Previous research has shown German children to be more strategic on sort-recall memory tasks than their American age-mates, and to show fewer effort-related attributions. We conducted this study to determine if those differences are due to systematic differences in the strategy instruction and attributional beliefs of German and U.S. teachers, and to explore metacognitive instructional practices in the two countries. Teachers responded to a questionnaire that inquired about their use of strategy instructions, fostering of reflective thinking in pupils, sources of children's learning problems, and modeling of metacognitive skills such as monitoring. The second part of the questionnaire asked about the reasons underlying children's academic successes and failures. German teachers reported more instruction of task-specific strategies, while American teachers showed more effort-related attributions. The types of strategies instructed and types of learning problems most frequently described varied across the two countries, and also according to how many years the teachers had taught. Results were discussed regarding their implications for metacognitive developmental theory, particularly regarding culture and other environmental influences on the development of controlled processing.

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Causal influence of teachers' expectations on children's academic performance: A cross-lagged panel analysis.

Cited by 100 publications

References 35 publications

Antecedents and consequences of acculturation preferences of non‐indigenous Chileans in relation to an indigenous minority: longitudinal survey evidence

Antecedents and consequences of acculturation preferences of non‐indigenous Chileans in relation to an indigenous minority: longitudinal survey evidence

Cultural Influences on Children’s Cognitive and Metacognitive Development

Strategy instruction and attributional beliefs in West Germany and the United States: Do teachers foster metacognitive development?

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