Teacher Judgments Predict Developments in Adolescents' School Performance, Motivation, and Life Satisfaction

Autor/inn/en	Bergold, Sebastian; Steinmayr, Ricarda
Titel	Teacher Judgments Predict Developments in Adolescents' School Performance, Motivation, and Life Satisfaction
Quelle	In: Journal of Educational Psychology, 115 (2023) 4, S.642-664 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bergold, Sebastian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000786
Schlagwörter	Secondary School Students; Grade 9; Mathematics Teachers; Language Teachers; Teacher Expectations of Students; Academic Achievement; Student Motivation; Life Satisfaction; Well Being; Teacher Influence; Reading Comprehension; Self Concept; Academic Aspiration; Reading Ability; Outcomes of Education + Suchen Sie Ihr Suchwort? Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Schulleistung; Schulische Motivation; Lebensvollendung; Well-being; Wellness; Wohlbefinden; Leseverstehen; Selbstkonzept; Reading competence; Lesekompetenz; Lernleistung; Schulerfolg
Abstract	Previous research has documented reliable effects of teachers' judgments or expectations, respectively, on their students' school performance. However, the importance of those effects has been controversially discussed because of their limited effect size. The impact of teacher judgments on students' lives might have been underestimated due to a neglect of student outcomes other than performance. The present study investigated the effects of teacher under- and overestimations on adolescents' school performance in math and reading, motivational constructs (ability self-concepts, intrinsic motivation, and educational aspirations), and subjective well-being. Participants were 1,092 ninth graders (522 girls; M[subscript age0 = 15.13, SD = 0.72), 52 math teachers, and 48 German (language of instruction) teachers. Teacher judgments uniquely and directly predicted developments over 1 year in performance (math: [beta] = 0.12; reading: [beta] = 0.16), ability self-concepts ([beta] = 0.15; [beta] = 0.08), aspirations for both school education ([beta] = 0.12; [beta] = 0.19) and vocational education ([beta] = 0.08; [beta] = 0.12), and life satisfaction in reading only ([beta] = 0.03; [beta] = 0.11). The significant effects were located at the student level, whereas there were no significant effects of teachers' general tendency to underestimate or overestimate their students. Both math and German teachers showed a tendency to overestimate their students on average. Underestimation had negative effects and overestimation had positive effects; most effects were linear. Results underscore the impact of teachers' judgments on adolescents' lives inside and outside school and illustrate the benefits of being overestimated and the downsides of being underestimated by teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01