Assessing the Impact of Personalized Student Information on Secondary School Teachers' Expectations and Anticipated Relationships (Poster 8)

• In Event: AERA Poster Session One
  In Poster Session: Cognitive and Motivational Processes: Poster Session One

Abstract

Teachers’ beliefs about students can shape student motivation and achievement. Thus, we tested a survey-based intervention to increase teachers’ anticipated teacher-student relationships and expectations for their students’ achievement. Teachers received beginning-of-the-year roster information about a hypothetical student and were randomly assigned to see either (a) high or low student achievement information and (b) additional personalized student information or not. Following preregistration, our sample included 461 U.S. and UK secondary school teachers. Analyses supported two of three preregistered hypotheses. Combined with exploratory results, the study suggested that learning about students prior to the school year can bolster expectations and anticipated relationships, particularly for students with low achievement. This provides proof-of-concept for a low-cost strategy to enhance teachers’ beliefs about students.

Authors

• Christine Calderon, University of Wisconsin - Eau Claire
  Presenting Author

• Carly D. Robinson, Brown University
  Presenting Author

• Pricilla P. Rozario, University of Wisconsin - Eau Claire
  Presenting Author