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Classroom and developmental differences in a path model of teacher expectancy effects.

M R Kuklinski1, R S Weinstein

  • 1Department of Child Psychiatry, University of Washington, Seattle 98195-9300, USA. mkuklinski@msn.com

Child Development
|November 9, 2001
PubMed
Summary

Teacher expectations significantly impact student achievement, with effects varying by classroom environment and child development. These expectations can magnify achievement gaps in early grades and sustain them later on.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology

Background:

  • Teacher expectancy effects are a significant factor in student academic outcomes.
  • Understanding moderators and mediators is crucial for a comprehensive view of these effects.

Purpose of the Study:

  • To examine moderators (classroom perceived differential treatment, developmental differences) and a mediator (children's self-expectations) of teacher expectancy effects on elementary students' achievement.
  • To analyze the impact of teacher expectations across different grade levels and classroom environments.

Main Methods:

  • A path model was evaluated using data from 376 urban elementary school children (grades 1-5).
  • Moderation and mediation analyses were conducted to assess the influence of classroom environment and developmental stage.

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Main Results:

  • Both classroom environment and developmental differences moderated the strength of teacher expectancy effects.
  • Teacher expectations magnified achievement differences in early grades and sustained them in later grades.
  • Moderate effect sizes were observed, particularly in classrooms with salient expectancy-related messages.

Conclusions:

  • Teacher expectations play a complex role in student achievement, influenced by classroom context and student development.
  • Interventions should consider moderators, mediators, and diverse outcomes to effectively address teacher expectancy effects.
  • The findings highlight the importance of salient teacher expectations in driving student outcomes.