Four mediation models of teacher expectancy effects on students’ outcomes in mathematics and literacy

Abstract

The study tested 4 direct and 28 indirect teacher expectancy effects on students' results in the mathematics and literacy sections of the matriculation test, and their final marks in the 12th-grade mathematics and literacy class. The following were considered as mediators: student self-esteem, their self-expectancy, and time spent learning mathematics and literacy. The study involved 1374 first year college students. Conducted path analyses revealed: (1) the total teacher expectancy effects was the strongest for final marks in mathematics, followed by test results in mathematics, test results in literacy, and final marks in literacy; (2) the direct effect was stronger than the total indirect teacher expectancy effects in the case of mathematics, while for literacy outcomes, the order of the effects was reversed; (3) the direct teacher expectancy effects were positive; the indirect effects reversed after including student self-esteem/student self-expectancy into relations between teachers' expectancy and mathematics and literacy outcomes; (4) teachers' expectancy was mediated most strongly by student self-esteem, time spent learning, and student self-expectancy, or by student self-expectancy and time spent learning, respectively for mathematics and literacy outcomes; (5) the impact of teachers' expectancy was stronger than student self-expectancy for mathematics, but was the same or weaker for literacy outcomes, respectively. The obtained results were discussed in the light of the theory and results of studies concerning teacher expectancy effects.

Why do females choose to study humanities or social sciences, while males prefer technology or science? Some intrapersonal and interpersonal predictors

“…It should be emphasized that lower performance and more negative self-concept of the female students were largely determined by lower judgments of their capabilities. Similar results, in more recent studies, were obtained by Plante et al (2019), Rudman and Phelan (2010), Szumski and Karwowski (2019), and Trusz (2018).…”

“…To sum up, interpersonal expectancy effects can be regulated by students' self-expectancies and self-concepts of abilities. The indicated factors connect the expectancies of significant others with students' achievement, and at the same time, directly influence their educational careers (Trusz 2018;Rubie-Davies 2006;Tosto et al 2016;Wigfield and Eccles 2000). Consequently, inter and intrapersonal stereotype-tinged expectancies may influence the results of the matriculation tests and subsequent selection of study majors made by females and males.…”

“…In terms of this gap, the importance of expectations of significant others on the typical behavior of girls and boys, and correlated children's self-expectations (e.g., Pajares and Miller 1994;Rudman and Phelan 2010;Trusz 2018), their self-concept of ability in humanities/social studies (H/SS) versus technology/science (T/S) (e.g., Sullivan 2009;Szumski and Karwowski 2019;Trusz 2018), and time spent on gender-stereotyped and gender-neutral activities must be emphasized (e.g., Debacker and Nelson 2000;Hyde 2014;Plante et al 2019).…”

The Influence of Teacher Expectancy Improvement Strategies on Students’ Attitudes and Achievement in English Courses (An Action Research Sample) ^†

“…Similarly, the study carried out by Özer ve Korkmaz [38] showed that teacher's positive attitudes and behaviours, giving each student right to talk, making them feel that their teacher cares about themselves are of the factors influencing students' success in foreign language teaching. In another study the findings showed that the direct teacher expectancy effects were important and positive for mathematics and literacy test results [39]. Moreover, another result obtained from the study was about the influence of teacher expectancy on the students' attitudes and students' success.…”

The Influence of Teacher Expectancy Improvement Strategies on Student Attitude and Achievement in English Courses (An Action Research Sample)

“…Similarly, the study carried out by Özer and Korkmaz [41] showed that teachers' positive attitudes and behaviors, giving each student the right to talk, and making them feel that their teacher cared about them, are the factors that influence students' success in foreign language learning. In another study, the findings showed that direct teacher expectancy effects had significant and positive effects on mathematics and literacy test results [42].…”