Achievement and beliefs outcomes of students with high and low expectation teachers
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Achievement and beliefs outcomes of students with high and low expectation teachers Christine Rubie‑Davies1 · Kane Meissel1 · Mohamed Alansari1 · Penelope Watson1 · Annaline Flint1 · Lyn McDonald1 Received: 13 October 2019 / Accepted: 10 June 2020 © Springer Nature B.V. 2020
Abstract Teacher expectation models have theorized that expectations are likely to affect student socio-psychological as well as academic outcomes. Effects on socio-psychological outcomes, however, have been less frequently studied. Further, ways in which teacher class-level over- or underestimation of students can contribute to relations with student beliefs have been seldom investigated. In a longitudinal study, relations between student reading achievement and student beliefs were explored, as were these relations for students with high and low expectation teachers. The participants were 31 teachers whose class-level expectations were more than 0.5 SD above or below their 692 students’ beginning year achievement. Structural equation modeling showed that reading achievement and class-level teacher expectations predicted student self-reported teacher support and academic competence but not student reading self-concept, even though there were no differences in student reading achievement or beliefs at the beginning of the year. By end-of-year, students of high expectation teachers achieved at higher levels and held more positive beliefs than their underestimated counterparts. When multiple student beliefs were explored in one model, many of the paths between teacher class-level expectations, achievement, and student beliefs were indirect rather than direct. This implies a need for researchers to consider a range of student beliefs and relations with academic outcomes rather than a narrow focus on one belief construct as is common in the literature. The study also has practical implications in showing positive benefits for students when teachers have high class-level expectations. Keywords Teacher expectations · Student beliefs · Reading achievement · Teacher support · Academic competence · Self-concept
* Christine Rubie‑Davies [email protected] 1
Faculty of Education and Social Work, The University of Auckland, Private Bag 92601, Auckland 1150, New Zealand
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1 Introduction Teacher expectation research began half a century ago (Rosenthal and Jacobson 1968) and has endured because of the implications for student equity. When expectations are lower for some students, accounting for initial achievement, those students can become disadvantaged through the reduced opportunity to learn associated with low-level learning tasks when they could be completing more challenging tasks (Weinstein 2002). Although there is now a rich history in the teacher expectation field, there is still much that remains unknown. One area where there has been less research is related to the effects of classlevel expectations on student outcomes, particularly socio-psychological outcomes (Rubie-Davies 2015).
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