The impact of teachers’ expectations on students’ educational opportunities in the life course: An empirical test of a subjective expected utility explanation

Becker, Dominik

doi:10.1177/1043463113504448

Cited by 24 publications

(9 citation statements)

References 103 publications

(200 reference statements)

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“…This result thus shows that there are direct expectancy effects on the development of students' educational aspirations. These effects might in turn explain the teacher expectancy effects on students' actual educational or career choices and attainment that were documented in previous studies (Becker, 2013;Byun et al, 2017;Gregory & Huang, 2013;Samel et al, 2011;Smith et al, 1999;Van Houtte & Demanet, 2016;Wu & Bai, 2015). Future studies might therefore test whether Subjective well-being is another important life outcome.…”

Section: Broadness and Uniqueness Of Teacher Expectancy Effectsmentioning

confidence: 87%

“…Second, taking students’ cognitive ability as a starting point (see Good et al, 2018), research on teacher expectancy effects has largely focused on school performance (e.g., Alvidrez & Weinstein, 1999; C. N. Baker et al, 2015; Becker, 2013; de Boer et al, 2010; Gentrup et al, 2020; Gregory & Huang, 2013; Hinnant et al, 2009; Madon et al, 1997; McKown & Weinstein, 2002, 2008; Peterson et al, 2016; Rubie-Davies et al, 2006, 2014; Smith et al, 1999; Sorhagen, 2013; Stang & Urhahne, 2016). Although some work included effects on psychosocial outcomes such as ability self-concepts, interests, test anxiety, and school-related self-esteem (e.g., Jussim, 1989; Rubie-Davies, 2006; Weinstein, 1976; Zhou & Urhahne, 2013; see also S.…”

Section: Research On Teacher Expectancy Effectsmentioning

confidence: 99%

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Teacher judgments predict developments in adolescents’ school performance, motivation, and life satisfaction.

Bergold¹,

Steinmayr²

2023

Journal of Educational Psychology

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Previous research has documented reliable effects of teachers' judgments or expectations, respectively, on their students' school performance. However, the importance of those effects has been controversially discussed because of their limited effect size. The impact of teacher judgments on students' lives might have been underestimated due to a neglect of student outcomes other than performance. The present study investigated the effects of teacher under-and overestimations on adolescents' school performance in math and reading, motivational constructs (ability self-concepts, intrinsic motivation, and educational aspirations), and subjective well-being. Participants were 1,092 ninth graders (522 girls; M age = 15.13, SD = 0.72), 52 math teachers, and 48 German (language of instruction) teachers. Teacher judgments uniquely and directly predicted developments over 1 year in performance (math: β = .12; reading: β = .16), ability self-concepts (β = .15; β = .08), aspirations for both school education (β = .12; β = .19) and vocational education (β = .08; β = .12), and life satisfaction in reading only (β = .03; β = .11). The significant effects were located at the student level, whereas there were no significant effects of teachers' general tendency to underestimate or overestimate their students. Both math and German teachers showed a tendency to overestimate their students on average. Underestimation had negative effects and overestimation had positive effects; most effects were linear. Results underscore the impact of teachers' judgments on adolescents' lives inside and outside school and illustrate the benefits of being overestimated and the downsides of being underestimated by teachers. Educational Impact and Implications StatementTeachers' judgments of what their students are able to achieve have been documented to impact student performance, in the sense of a self-fulfilling prophecy. However, because those effects were mostly small, some researchers have disputed their practical importance. The present study documents unique direct effects of teacher judgments on math and reading performance, ability self-concepts, educational aspirations, and life satisfaction in reading only. The results also show that these effects encompass both negative effects of underestimation and positive effects of overestimation. Teacher judgments thus affect many student outcomes at the same time, underscoring their practical importance for students' lives. In addition, results suggest that overestimations, not accurate teacher judgments, are most conducive to adolescents' performance and socio-emotional development.

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Section: Broadness and Uniqueness Of Teacher Expectancy Effectsmentioning

confidence: 87%

Section: Research On Teacher Expectancy Effectsmentioning

confidence: 99%

Teacher judgments predict developments in adolescents’ school performance, motivation, and life satisfaction.

Bergold¹,

Steinmayr²

2023

Journal of Educational Psychology

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“…The impact of classroom, school, neighborhood, and institutional factors on teachers' expectations RM/20/012 ISSN: 2666-8807 Introduction Teachers represent a crucial dimension of social stratification in the school system. They matter by exerting short-term effects on students' motivational development (Dietrich, Dicke, Kracke et al 2015) and achievement (Jussim andHarber 2005, Rosenthal andJacobson 1968), but also in a longer run by shaping students' life chances in terms of educational transition propensities (Becker 2013) or labormarket income Rockoff 2014, Chetty, Friedman, Rockoff et al 2014).…”

Section: Dominik Becker Katarina Wesslingmentioning

confidence: 99%

The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations

Becker

Katarina²

2020

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Teachers represent a crucial dimension of social stratification in the school system. Their assessments of students matter by exerting short-term effects on students' motivation and achievement, but also by influencing students' educational prospects. Research shows that teachers' assessments are reasonably accurate. However, there is a residual component of inaccuracy emerging from individual -level factors (e.g., students' social or immigrant origin) as well as from classroom and school composition. In the present contribution, we add to this literature by providing a dual-process explanation on how contextual conditions on several levels, i.e., classroom, school, neighborhood and institution simultaneously frame teachers' expectations of their students. We test our theoretical model by using data comprising information on teachers, students, parents, and contextual settings of German elementary schools. We exploit institutional variations that influence the extent to which teachers perceive their expectations as relevant (i.e., binding versus non-binding recommendations for secondary school tracks). Results show that teachers' expectations are positively framed by a high share of students with immigrant background in the classroom. Yet, this effect is only valid for native students. Furthermore, we observe mutually reinforcing framing effects of the classroom's and the neighborhood's social composition on teachers' expectations. Finally, context influences are attenuated when teachers perceive their expectations as more relevant (i.e. track recommendations are binding).

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“…Teachers represent a crucial dimension of social stratification in the school system. They matter by exerting short-term effects on students' motivational development (Dietrich, Dicke, Kracke et al 2015) and achievement (Jussim andHarber 2005, Rosenthal andJacobson 1968), but also in a longer run by shaping students' life chances in terms of educational transition propensities (Becker 2013) or labormarket income Rockoff 2014, Chetty, Friedman, Rockoff et al 2014).…”

Section: Introductionmentioning

confidence: 99%

The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations

Becker¹,

Katarina²

2020

View full text Add to dashboard Cite

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The impact of teachers’ expectations on students’ educational opportunities in the life course: An empirical test of a subjective expected utility explanation

Cited by 24 publications

References 103 publications

Teacher judgments predict developments in adolescents’ school performance, motivation, and life satisfaction.

Teacher judgments predict developments in adolescents’ school performance, motivation, and life satisfaction.

The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations

The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations

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