The role of teachers' expectations in the association between children's SES and performance in kindergarten: a moderated mediation analysis.
PLoS One
; 7(4): e34502, 2012.
Article
em En
| MEDLINE
| ID: mdl-22506023
ABSTRACT
This study examines the role of teachers' expectations in the association between children's socio-economic background and achievement outcomes. Furthermore, the role of children's ethnicity in moderating this mediated relation is investigated. In the present study, 3,948 children from kindergarten are examined. Data are analysed by means of structural equation modeling. First, results show that teachers' expectations mediate the relation between children's SES and their later language and math achievement, after controlling for children's ethnicity, prior achievement and gender. This result indicates that teachers may exacerbate individual differences between children. Second, children's ethnicity moderates the mediation effect of teachers' expectations with respect to math outcomes. The role of teachers' expectations in mediating the relation between SES and math outcomes is stronger for majority children than for minority children.
Texto completo:
1
Base de dados:
MEDLINE
Assunto principal:
Logro
/
Estudantes
/
Análise e Desempenho de Tarefas
/
Docentes
Tipo de estudo:
Risk_factors_studies
Limite:
Child
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Child, preschool
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Female
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Humans
/
Male
Idioma:
En
Revista:
PLoS One
Assunto da revista:
CIENCIA
/
MEDICINA
Ano de publicação:
2012
Tipo de documento:
Article
País de afiliação:
Bélgica