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The longitudinal effects of teacher judgement and different teacher treatment on students' academic outcomes
Zhu, Mingjing1,2; Urhahne, Detlef3; Rubie-Davies, Christine M.4
2018
发表期刊EDUCATIONAL PSYCHOLOGY
ISSN0144-3410
卷号38期号:5页码:648-668
摘要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.
关键词Teacher judgement teacher behaviour academic achievement achievement motivation self-fulfilling prophecy
DOI10.1080/01443410.2017.1412399
语种英语
WOS研究方向Education & Educational Research ; Psychology
WOS类目Education & Educational Research ; Psychology, Educational
WOS记录号WOS:000432155600007
出版者ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
关键词[WOS]SELF-FULFILLING PROPHECY ; RATING METHODS ; ACHIEVEMENT-MOTIVATION ; PERCEPTUAL BIASES ; READING ABILITIES ; SAMPLE-SIZE ; EXPECTATIONS ; ACCURACY ; CLASSROOM ; PERFORMANCE
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被引频次:1[WOS]   [WOS记录]     [WOS相关记录]
文献类型期刊论文
条目标识符http://ir.psych.ac.cn/handle/311026/26496
专题中国科学院行为科学重点实验室
通讯作者Zhu, Mingjing
作者单位1.Univ Munich, Dept Psychol, Munich, Germany
2.Chinese Acad Sci, Inst Psychol, Key Lab Behav Sci, Beijing, Peoples R China
3.Univ Passau, Dept Educ Psychol, Passau, Germany
4.Univ Auckland, Fac Educ & Social Work, Sch Teaching Learning & Dev, Auckland, New Zealand
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Zhu, Mingjing,Urhahne, Detlef,Rubie-Davies, Christine M.. The longitudinal effects of teacher judgement and different teacher treatment on students' academic outcomes[J]. EDUCATIONAL PSYCHOLOGY,2018,38(5):648-668.
APA Zhu, Mingjing,Urhahne, Detlef,&Rubie-Davies, Christine M..(2018).The longitudinal effects of teacher judgement and different teacher treatment on students' academic outcomes.EDUCATIONAL PSYCHOLOGY,38(5),648-668.
MLA Zhu, Mingjing,et al."The longitudinal effects of teacher judgement and different teacher treatment on students' academic outcomes".EDUCATIONAL PSYCHOLOGY 38.5(2018):648-668.
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