Role of Teachers' Evaluations and Track Placements in the Development of Motivation and Achievement

• In Event: Teachers' Motivation and Motivating Instructional Practices

Abstract

Teacher’s evaluations and expectations of child’s ability have shown to be important for the formation of children’s self-appraisals and influenced by grouping and tracking practices. In this study, we used longitudinal data (N=1065) of elementary school pupils in Finland for examining the development of children’s motivational self-beliefs and achievement and the role of teacher’s evaluations and track placements in it. Results showed that teacher’s evaluations of children’s academic skills predicted children’s later self-beliefs. Relationships between children’s achievement test scores and teacher’s evaluations gave evidence of a reciprocal model. Teachers’ evaluations of children’s academic skills as well as children’s own ability beliefs and achievement developed more positively in selective tracks (i.e. classes with a special emphasis) indicating some beneficial tracking effects.

Authors

• Satu Koivuhovi, University of Turku
  Presenting Author

• Mari-Pauliina Vainikainen, Tampere University
  Non-Presenting Author

• Todd Little
  Non-Presenting Author