The Role of Socioeconomic Background and Prior Achievement for Students' Perception of Teacher Support

Autor/inn/en	Atlay, Cansu; Tieben, Nicole; Fauth, Benjamin; Hillmert, Steffen
Titel	The Role of Socioeconomic Background and Prior Achievement for Students' Perception of Teacher Support
Quelle	In: British Journal of Sociology of Education, 40 (2019) 7, S.970-991 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atlay, Cansu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2019.1642737
Schlagwörter	Teacher Student Relationship; Parent Background; Educational Attainment; Correlation; Socioeconomic Background; Academic Achievement; Student Attitudes; Positive Attitudes; Educational Quality; Longitudinal Studies; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Gender Differences; Immigrants; Error Patterns; Personality Traits; Social Status; Psychological Patterns; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Elternhaus; Bildungsabschluss; Bildungsgut; Korrelation; Sozioökonomische Lage; Schulleistung; Schülerverhalten; Quality of education; Bildungsqualität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Geschlechterkonflikt; Immigrant; Immigrantin; Immigranten; Fehlertyp; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Sozialer Status; Deutschland
Abstract	Building on the sociological work by Lareau, this study examined the association between students' socioeconomic background, prior achievement and the perception of teacher support within the classroom. We expected that students from higher socioeconomic backgrounds would be more critical about the support they receive in the classroom and rate their teachers more negatively, while those with higher prior achievement would perceive teacher support more positively. Multilevel models confirmed that there is a negative association between wealth and students' perception of two dimensions of teacher support, and a negative association between parental educational attainment and one dimension of teacher support. Our findings were in line with the 'sense of entitlement' theory by Lareau. Having higher prior achievement was associated with a more positive perception of teacher support, but did not seem to interact with socioeconomic background. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01