Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement

Gentrup, Sarah; Lorenz, Georg; Kristen, Cornelia; Kogan, Irena

doi:10.1016/j.learninstruc.2019.101296

Cited by 146 publications

(109 citation statements)

References 68 publications

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“…As for teaching behaviors, previous studies have investigated the impacts of feedback, clarity, modeling, questioning, reinforcement, and communication of teacher expectations on student learning (e.g., Creemers, 1994 ; Soh, 2017 ; Gentrup et al, 2020 ; Kyriakides et al, 2020 ). Among these constructs, teacher feedback has been considered as one of the most important practices for improving student learning ( Gentrup et al, 2020 ). Previous research has revealed a direct positive impact of teacher feedback on students’ self-efficacy ( Rakoczy et al, 2019 ) and motivation (e.g., Hamidun et al, 2012 ; Pat-El et al, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

Stricter Teacher, More Motivated Students? Comparing the Associations Between Teacher Behaviors and Motivational Beliefs of Western and East Asian Learners

et al. 2021

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Teacher behaviors are one of the most significant factors influencing student learning. Students from different cultures may have different interpretations of their teachers’ behaviors. This study compared the associations between teacher strictness, teacher feedback, and students’ motivational beliefs using data from six Western countries (the United States, the United Kingdom, Finland, Norway, Australia, and New Zealand) and six East Asian regions (Japan, Korea, mainland China, Hong Kong, Macau, and Taiwan) in the Program for International Student Assessment (PISA) 2015. A total of 89,869 15-year-old students were included in data analysis. The findings indicate that (i) teacher strictness was negatively associated with Western students’ motivation, but positively related to that of East Asian students; (ii) teacher feedback had significant positive associations with the motivational beliefs of both Western and East Asian students; and (iii) there was a positive relationship between teacher strictness and teacher feedback in East Asian context. These results highlight the need to consider cultural factors when interpreting students’ reactions to teacher behaviors.

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Section: Introductionmentioning

confidence: 99%

Stricter Teacher, More Motivated Students? Comparing the Associations Between Teacher Behaviors and Motivational Beliefs of Western and East Asian Learners

et al. 2021

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“…Non-experimental field studies confirmed that teacher expectations vary based on students' ethnicity and race after controlling for differences in students' achievements (Lorenz et al 2016;Meissel et al 2017;Ready and Wright 2011). When considered together with the findings of other non-experimental studies that replicated the existence of self-fulfilling prophecies in real-world classrooms and schools (e.g., Gentrup et al 2020), this evidence suggests that teacher expectations contribute to ethnic and racial disparities in education (Jussim et al 2009b). However, to date, this assumption has only rarely been tested directly.…”

Section: Introductionmentioning

confidence: 63%

“…Teachers can then mediate their expectations in verbal and non-verbal ways (Babad 2009) through different types of behaviour (Harris and Rosenthal 1985). For example, teacher expectation inaccuracy is related to different dimensions of teacher feedback (Gentrup et al 2020). Finally, students can react to such differential treatment in such a manner that confirms the initial teacher expectations.…”

Section: Self-fulfilling Prophecies In the Context Of Ethnic And Racimentioning

confidence: 99%

“…This variable was generated separately for the linguistic and mathematics domains. For each child, this variable represents the residuals from regressions of (domain-specific) teacher expectations on (domain-specific) student achievement, cognitive abilities, and motivation (e.g., Madon et al 1998) (results not displayed, see Gentrup et al 2020).…”

Section: Model Estimationmentioning

confidence: 99%

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Subtle discrimination: do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps?

Lorenz

2021

Soc Psychol Educ

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Ethnic and racial disparities in educational outcomes, such as test scores, are a core issue of educational research. While the role of student and family factors in the formation of such disparities is well established, existing studies fail to draw a similarly clear picture of how teachers contribute to ethnic and racial achievement gaps. In contrast to previous studies, which focussed on the consequences of rather blatant forms of discrimination, such as in teachers’ grading practices, this study investigates rather subtle processes that might result in discrimination of ethnic and racial minority students. In particular, I address stereotypes among teachers and analyse if they induce bias in their achievement expectations for ethnic minority school beginners. Additionally, I analyse if such bias results in a self-fulfilling prophecy and contributes to ethnic achievement gaps at the end of first grade. Multilevel regressions applied to a sample of 1007 children and 64 teachers in German primary schools reveal that different teachers internalize distinct stereotypes regarding ethnic achievement gaps and the achievement-related attributes of ethnic minority students. I also find that teachers with more negative stereotypes expect lower mathematics and reading achievements for ethnic minority students at the beginning of first grade. However, although I replicate the finding that inaccurate teacher expectations result in a self-fulfilling prophecy, I find no statistically significant effects of teacher stereotypes on ethnic differences in the development of students’ reading and mathematical skills throughout first grade.

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“…(2016). Footprints in Time -The Longitudinal Study of IndigenousChildren: Wave 7 Gentrup, S., Lorenz, G., Kristen, C., & Kogan, I. (2020)…”

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confidence: 99%

Upholding heightened expectations of Indigenous children? Parents do, teachers do not

Peacock

Prehn

Guerzoni

et al. 2020

AJIE

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This paper argues that a component of increasing the rate of Aboriginal and Torres Strait Islander children and youths completing their secondary education is having parents and teachers maintain heightened expectations of these children in achieving this goal. To understand this phenomenon, we investigate the importance of, and discrepancies between, primary caregiver and teacher outlooks regarding Indigenous youths completing year 12. For the purpose of this paper, we adopt the term ‘primary caregiver’ in place of parent. This is because the majority (87.7%) of P1s analysed are the biological mothers with the remainder being close female relatives. P2s analysed are all male, 93.3% are biological fathers; remainder are step-fathers or adoptive fathers. This paper uses quantitative data from the Longitudinal Study of Indigenous Children to measure expectations from parents and teachers of Indigenous children. Results suggest that parents maintain exceptionally high expectations of their children, while teacher's expectations significantly decline over the course of Indigenous children's primary and secondary schooling years. We suggest that relationships and communication between parents and teachers, regarding expectations of students, are important to establishing an equilibrium in expectations of children, and that teachers may benefit from further training to address any underlying biases towards Indigenous children.

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Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement

Cited by 146 publications

References 68 publications

Stricter Teacher, More Motivated Students? Comparing the Associations Between Teacher Behaviors and Motivational Beliefs of Western and East Asian Learners

Stricter Teacher, More Motivated Students? Comparing the Associations Between Teacher Behaviors and Motivational Beliefs of Western and East Asian Learners

Subtle discrimination: do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps?

Upholding heightened expectations of Indigenous children? Parents do, teachers do not

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