The Longitudinal Effects of Teacher Judgement and Different Teacher Treatment on Students' Academic Outcomes

Autor/inn/en	Zhu, Mingjing; Urhahne, Detlef; Rubie-Davies, Christine M.
Titel	The Longitudinal Effects of Teacher Judgement and Different Teacher Treatment on Students' Academic Outcomes
Quelle	In: Educational Psychology, 38 (2018) 5, S.648-668 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Mingjing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2017.1412399
Schlagwörter	Longitudinal Studies; Teacher Response; Academic Achievement; Outcomes of Education; Teacher Expectations of Students; Teacher Student Relationship; Achievement Need; Structural Equation Models; Grade 5; Classroom Observation Techniques; English (Second Language); Grade 6; Likert Scales; Statistical Analysis; Foreign Countries; Factor Analysis; China + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerkommentar; Schulleistung; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 05; 5. Schuljahr; Schuljahr 05; English as second language; English; Second Language; Englisch als Zweitsprache; School year 06; 6. Schuljahr; Schuljahr 06; Likert-Skala; Statistische Analyse; Ausland; Faktorenanalyse
Abstract	The self-fulfilling prophecy model of Brophy and Good was applied to the area of teacher judgement in order to disclose the processes of how teacher judgement of student achievement influences students' future academic outcomes. It was assumed that achievement and achievement motivation might be affected through the mediating processes of student-perceived positive and negative teacher treatment, which represents students' perceptions of teachers' actions towards them. A sample of 294 Chinese fifth-grade students and their eleven English language teachers were tracked over one school year. Structural equation modelling showed that after controlling for prior achievement and achievement motivation, teacher judgement was directly related to students' future achievement, expectancy for success and level of aspiration. These relations were partially mediated by perceived negative teacher treatment. Teacher judgement was related to students' academic self-concept and pride in English learning, and fully mediated by both perceived positive and negative teacher treatment. The study supported the model of Brophy and Good and identified the specific processes of how teacher judgements can become self-fulfilled. Positive and negative teacher treatment had different mediating effects. Compared with positive teacher treatment, perceived negative treatment was related to student academic outcomes more extensively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01