Teacher expectations and perceived teacher involvement anticipate changes in Latino/a middle school students’ expectations of math success

Valdes, Olivia; Denner, Jill; Dickson, Daniel J.; Laursen, Brett

doi:10.1080/01443410.2020.1837345

Educational Psychology

2020

DOI: 10.1080/01443410.2020.1837345

|View full text |Cite

Teacher expectations and perceived teacher involvement anticipate changes in Latino/a middle school students’ expectations of math success

Olivia Valdes

Jill Denner

Daniel J. Dickson

et al.

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2021

2023

Publication Types

Select...

Article5

Relationship

Self Cite0

Independent5

Authors

Journals

Cited by 5 publications

(1 citation statement)

References 73 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Adopting a one-academic-year longitudinal design, Valdes et al (2021) explored the function of teacher expectations and students' perceived quality of teacher-student relationship in students' expectations of success in mathematics. Participants were a group of Latino/a school children in the United States.…”

mentioning

confidence: 99%

Revisiting the role of cognition and teachers in cognitive and non-cognitive outcomes

Zhang

2021

Educational Psychology

View full text Add to dashboard Cite

Commonly interpreted as knowledge and allied inferential processes ranging from simple forms of perception to complicated forms of reasoning, cognition has long been recognised as one of the three pillars for mental functioning and learning (the other two being emotion and motivation; Moshman, 2020). At the same time, subsequent to the Coleman Report (Coleman et al., 1966) that affirmed the significant roles of family background and peers in students' academic achievement, much research has revealed the importance of teachers in both cognitive and non-cognitive outcomes. Indeed, teachers have been widely acknowledged as a primary type of learning environment in students' learning and performance (Aaronson et al., 2007; Zhang, in press).One might ask: Why is there a need for more research on such a well-established fact that students' cognitive functions and teacher-relevant factors are crucial in human cognitive and non-cognitive outcomes? Within the context of this issue of Educational Psychology, the answer to this question should be evident: Each of the eight articles has examined the relevant phenomena from a nuanced perspective.Allen and Giofr e's ( 2021) study has succeeded in communicating the importance of looking into the specific components of constructs and/or issues under investigation. The authors tested their hypothesis that different working memory components (i.e., verbal and visuo-spatial) would predict different types of mathematical tasks among school children in the United Kingdom. As expected, some mathematics tasks (i.e., counting and understanding numbers; and using and applying mathematics) were more closely associated with verbal working memory, while others (i.e., handling data and understanding shape) were more significantly linked with visuo-spatial working memory.Rapid automatised naming (RAN) had been widely recognised as a fundamental predictor for reading processes. Escobar et al. (2021) hypothesised that even after the effects of some of the key cognitive factors (i.e., inhibition, working memory, phonological awareness, and counting) frequently associated with either RAN or arithmetical fluency are taken into consideration, RAN would still statistically predict arithmetical fluency. Among Chilean first-grade school children, the authors found support for their anticipated relationship. The value of this study lies in its discovery of RAN being a general cognitive variable that is essential not only to reading performance but also to mathematics performance.Hung and Loh (2021) turned their attention to the role of cognitive flexibility, one of the two key components to executive function (the other one being working memory) in metalinguistic skills and reading comprehension. As expected, cognitive flexibility statistically predicted Hong Kong primary school children's performance on both metalinguistic skills and reading comprehension. More importantly, the study has advanced the literature by demonstrating that cognitive flexibility made unique statistical contributions beyond ag...

show abstract

mentioning

confidence: 99%

Revisiting the role of cognition and teachers in cognitive and non-cognitive outcomes

Zhang

2021

Educational Psychology

View full text Add to dashboard Cite

show abstract

A grounded theory about how teachers communicated high expectations to their secondary school students

2023

View full text Add to dashboard Cite

High teachers’ expectations are associated with improved student academic achievement. However, no research explains how students experience their teachers’ expectations, from their points of view. A new theory was developed to achieve the study’s aim of accounting for how high expectations were experienced by 25 students in Western Australia. The findings offer educators student-focused perspectives of how to convey high teacher expectations that lead to improved student academic outcomes. Straussian grounded theory (Strauss, 1990) methods were used to generate substantive theory together with the Year 10 students in three Western Australian public schools, through data including more than 100 classroom observations and 175 interviews. The theory generated from the data provides a lens for understanding how teachers communicated high expectations through confidence, approach, relationship, and environment. Students identified practices that communicated high expectations that add to existing knowledge in the literature. The students recognised high expectations, then described how they responded by becoming motivated, engaged in learning, and acting to improve their academic outcomes. Teachers might draw on the substantive theory to inform classroom interactions that communicate high expectations in their own teaching contexts.

show abstract

Social presence and teacher involvement: The link with expectancy, task value, and engagement

Edwards

Taasoobshirazi²

2022

The Internet and Higher Education

View full text Add to dashboard Cite

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Teacher expectations and perceived teacher involvement anticipate changes in Latino/a middle school students’ expectations of math success

Cited by 5 publications

References 73 publications

Revisiting the role of cognition and teachers in cognitive and non-cognitive outcomes

Revisiting the role of cognition and teachers in cognitive and non-cognitive outcomes

A grounded theory about how teachers communicated high expectations to their secondary school students

Social presence and teacher involvement: The link with expectancy, task value, and engagement

Contact Info

Product

Resources

About