Student Beliefs and Achievement: Outcomes of Teacher Over- and Underestimation

• In Event: Poster Session 17
  In Poster Session: Students' Engagement and Motivation

Abstract

Although many studies have examined relations between teacher expectations and student achievement, few have investigated associations between expectations and student beliefs. Among a sample of 31 Grade 2-7 teachers who either over- or underestimated the achievement of their 692 students by more than half a standard deviation, there were no differences in student achievement or beliefs at the beginning of the year. However, by the end of the year, among students who had been over- or underestimated, reading achievement was much higher among overestimated than underestimated students and perceptions of high teacher expectations, academic competence, school satisfaction and reading self-concept were all stronger for overestimated students. The study shows the importance of examining relations between student beliefs and teacher expectations.

Authors

• Christine Margaret Rubie-Davies, University of Auckland

• Kane Meissel, The University of Auckland