Giới tính và nền tảng thiểu số như là những yếu tố điều tiết ảnh hưởng của kỳ vọng giáo viên đối với khái niệm bản thân, giá trị nhiệm vụ chủ quan và hiệu suất học tập

Anneke Timmermans1, Christine M. Rubie-Davies2
1GION Education/Research, Faculty of Behavioral and Social Sciences, University of Groningen, Grote Rozenstraat 3, 9712 TG, Groningen, the Netherlands
2Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand

Tóm tắt

Tóm tắtHai phát triển trong nghiên cứu kỳ vọng giáo viên đã hình thành cơ sở cho nghiên cứu hiện tại. Đầu tiên, các nhà nghiên cứu bắt đầu điều tra các hiệu ứng của lời tiên tri tự ứng nghiệm từ kỳ vọng của giáo viên đối với nhiều kết quả tâm lý - xã hội bên cạnh những ảnh hưởng đến thành tích học tập. Thứ hai, các nhà nghiên cứu đã nhận ra rằng một số nhóm học sinh có vẻ dễ bị tổn thương hoặc nhạy cảm hơn với kỳ vọng của giáo viên. Nghiên cứu hiện tại nhắm đến việc điều tra liệu giới tính và nền tảng thiểu số của học sinh có phải là các yếu tố điều tiết ảnh hưởng của kỳ vọng giáo viên đối với cả kết quả học tập và khái niệm bản thân cũng như giá trị nhiệm vụ chủ quan trong lĩnh vực toán học hay không. Nghiên cứu dựa trên mẫu gồm 1663 học sinh (Lớp 6 và 7) trong 42 lớp từ ba trường trung học cơ sở ở New Zealand. Mô hình đa tầng đã được áp dụng sử dụng phần mềm MLwiN. Đầu tiên, sau khi kiểm soát thành tích toán học của học sinh ở đầu năm, kỳ vọng của giáo viên cao hơn đối với học sinh châu Á và thấp hơn đối với học sinh Māori, so sánh với học sinh châu Âu New Zealand. Tuy nhiên, kỳ vọng trong lĩnh vực toán học cao hơn cho các em gái so với các em trai. Thứ hai, kỳ vọng của giáo viên ở đầu năm có thể dự đoán được thành tích và khái niệm bản thân của học sinh vào cuối năm, sau khi kiểm soát thành tích và khái niệm bản thân ở đầu năm. Tuy nhiên, kỳ vọng của giáo viên không dự đoán được giá trị nội tại và giá trị tiện ích của học sinh vào cuối năm. Thứ ba, chúng tôi không tìm thấy bằng chứng cho các hiệu ứng điều tiết từ giới tính và nền tảng thiểu số của học sinh. Những phát hiện này ngụ ý rằng mặc dù độ lớn ảnh hưởng của kỳ vọng giáo viên đối với các nhóm học sinh khác nhau khá tương đồng, nhưng kỳ vọng của giáo viên có thể góp phần tạo ra sự chênh lệch trong thành tích và khái niệm bản thân của học sinh do sự khác biệt về kỳ vọng ở đầu năm.

Từ khóa


Tài liệu tham khảo

Alvridez, J., & Weinstein, R. S. (1999). Early teacher perceptions and later student academic achievement. Journal of Educational Psychology, 91(4), 731–746. https://doi.org/10.1037/0022-0663.91.4.731

Babad, E., Bernieri, F., & Rosenthal, R. (1989). Nonverbal communication and leakage in the behavior of biased and unbiased teachers. Journal of Personality and Social Psychology, 56(1), 89–94. https://doi.org/10.1037/0022-3514.56.1.89

Bandura, A. (1986). Social foundations of thought and action. Prentice-Hall.

Benner, A. D., & Mistry, R. S. (2007). Congruence of mother and teacher educational expectations and low-income youth’s academic competence. Journal of Educational Psychology, 99(1), 140–153. https://doi.org/10.1037/0022-0663.99.1.140

Bennet, R. E., Gottesman, R. L., Rock, D. A., & Cerullo, F. (1993). Influence of behavior perceptions and gender on teachers’ judgments of students’ academic skill. Journal of Educational Psychology, 85(2), 347–356. https://doi.org/10.1037/0022-0663.85.2.347

Bishop, R., & Berryman, M. (2006). Culture speaks: Cultural relationships and classroom learning. Huia Publishers.

Blöte, A. W. (1995). Students’ self-concept in relation to perceived differential teacher treatment. Learning and Instruction, 5(3), 221–236. https://doi.org/10.1016/0959-4752(95)00012-R

Boerma, I. E., Mol, S. E., & Jolles, J. (2016). Teacher perceptions affect boys’ and girls’ reading motivation differently. Reading Psychology, 37(4), 547–569. https://doi.org/10.1080/02702711.2015.1072608

Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: how different are they really? Educational Psychology Review, 15(1), 1–40. https://doi.org/10.1023/A:1021302408382

Bonvin, P., & Genoud, P. A. (2006). Teacher perceptions of student characteristics: “Halo effects” between behavioural and social perceptions, and expectations for academic achievement [Paper presentation]. In European Conference on Educational Research (ECER).

Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75(5), 631–661. https://doi.org/10.1037/0022-0663.75.5.631

Brophy, J. E., & Good, T. L. (1974). Teacher-student relationships: Causes and consequences. Holt, Rinehart & Winston.

Bulmer, M. G. (1979). Principles of Statistics (Dover). Dover.

Charlton, C., Rasbash, J., Browne, W. J., Healy, M., & Cameron, B. (2020). MLwiN (Version 3.05) [Computer Software]. Centre for Multilevel Modelling, University of Bristol.

Chen, P. P. (2006). Relationship between students’ self-assessment of their capabilities and their teachers’ judgments of students’ capabilities in mathematics problem solving. Psychological Reports, 98(3), 765–778. https://doi.org/10.2466/pr0.98.3.765-778

Chen, Y. H., Thompson, M. S., Kromrey, J. D., & Chang, G. H. (2011). Relations of student perceptions of teacher oral feedback with teacher expectancies and student self-concept. Journal of Experimental Education, 79(4), 452–477. https://doi.org/10.1080/00220973.2010.547888

Corenblum, B., Annis, R. C., & Tanaka, J. S. (1997). Influence of cognitive development, self-competency, and teacher evaluations on the development of children’s racial identity. International Journal of Behavioral Development, 20, 269–286. https://doi.org/10.1080/016502597385333

Crocker, J., & Major, B. (1991). Social stigma: The affective consequences of attributional ambiguity. Journal of Personality and Social Psychology, 60(2), 218–228. https://doi.org/10.1037/0022-3514.60.2.218

De Boer, H., Bosker, R. J., & Van der Werf, M. P. C. (2010). Sustainability of teacher expectation bias effects on long-term student performance. Journal of Educational Psychology, 102(1), 168–179. https://doi.org/10.1037/a0017289

Driessen, G. (2006). Het advies voortgezet onderwijs: Is de overadvisering over? [Track recommendations for secondary education: The end of low track recommendations?]. Mens en Maatschappij, 81, 1.

Dusek, J. B., & Joseph, G. (1983). The bases of teacher expectations: A meta-analysis. Journal of Educational Psychology, 75(3), 327–346. https://doi.org/10.1037/0022-0663.75.3.327

Dweck, C. S., & Leggett, E. L. (1988). A social cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256

Education Counts (2021). School rolls. https://www.educationcounts.govt.nz/statistics. Accessed 16 Aug 2022.

Eccles, J. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75–146). W. H. Freeman.

Embretson, S. E., & Reise, S. P. (2000). Item response theory for psychologists. Lawrence Erlbaum.

Enders, C. K., & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods, 12(2), 121–138. https://doi.org/10.1037/1082-989X.12.2.121

Fitzpatrick, C., Côté-Lussier, C., & Blair, C. (2016). Dressed and groomed for success in elementary school: Student appearance and academic adjustment. The Elementary School Journal, 117, 30–45.

Friedrich, A., Flunger, B., Nagengast, B., Jonkmann, K., & Trautwein, U. (2015). Pygmalion effects in the classroom: Teacher expectancy effects on students’ math achievement. Contemporary Educational Psychology, 41, 1–12. https://doi.org/10.1016/j.cedpsych.2014.10.006

Gentrup, S., & Rjosk, C. (2018). Pygmalion and the gender gap: Do teacher expectations contribute to differences in achievement between boys and girls at the beginning of schooling? Educational Research and Evaluation, 24(3–5), 295–323. https://doi.org/10.1080/13803611.2018.1550840

Gilbert, M. C., Musu-Gillette, L. E., Woolley, M. E., Karabenick, S. A., Strutchens, M. E., & Martin, W. G. (2014). Student perceptions of the classroom environment: Relations to motivation and achievement in mathematics. Learning Environments Research, 17(2), 287–304. https://doi.org/10.1007/s10984-013-9151-9

Glock, S., & Krolak-Schwerdt, S. (2013). Does nationality matter? The impact of stereotypical expectations of student teachers' judgments. Social Psychology of Education, 16(1), 111–127. https://doi.org/10.1007/s11218-012-9197-z

Glock, S., Krolak-Schwerdt, S., & Pit-ten Cate, I. M. (2015). Are school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory. European Journal of Psychology, 30, 169–188. https://doi.org/10.1007/s10212-014-0237-

Gniewosz, B., Eccles, J. S., & Noack, P. (2014). Early adolescents' development of academic self-concept and intrinsic task value: The role of contextual feedback. Journal of Research on Adolescence, 25(3), 459–473. https://doi.org/10.1111/jora.12140

Harlen, W. (2005). Trusting teachers’ judgement: research evidence of the reliability and validity of teachers’ assessment used for summative purposes. Research Papers in Education, 20(3), 245–270. https://doi.org/10.1080/02671520500193744

Harter, S. (1983). Developmental perspectives on the self-system. In P. Mussen (Ed.), Handbook of child development (pp. 275–384). Wiley.

Hattie, J. (2008). Narrow the gap, fix the tail, or close the curves: The power of words. In C. M. Rubie-Davies & C. Rawlinson (Eds.), Challenging thinking about teaching and learning (pp. 25–39). Nova.

Hayes, A. F., & Coutts, J. J. (2020). Use omega rather than Cronbach’s alpha for reliability. But…. Communication Methods and Measures, 14, 1–24.

Hecht, S. A., & Greenfield, D. B. (2002). Explaining the predictive accuracy of teacher judgments of their students' reading achievement: The role of gender, classroom behavior, and emergent literacy skills in a longitudinal sample of children exposed to poverty. Reading and Writing: An Interdisciplinary Journal, 15(7-8), 789–809. https://doi.org/10.1023/A:1020985701556

Holder, K., & Kessels, U. (2017). Gender and ethnic stereotypes in student teachers’ judgments: A new look from a shifting standards perspective. Social Psychology of Education, 20, 471–490. https://doi.org/10.1007/s11218-017-9384-z

Hox, J. J., Moerbeek, M., & van de Schoot, R. (2017). Multilevel analysis: Techniques and applications (3rd ed.). Routledge.

Hughes, J. N., Gleason, K. A., & Zhang, D. (2005). Relationship influences on teachers’ perceptions of academic competence in academically at-risk minority and majority first grade students. Journal of School Psychology, 43, 303–320. https://doi.org/10.1016/j.jsp.2005.07.001

Jamil, F. M., Larsen, R. A., & Hamre, B. K. (2018). Exploring longitudinal changes in teacher expectancy effects on children's mathematics achievement. Journal for Research in Mathematics Education, 49(1), 57–90. https://doi.org/10.5951/jresematheduc.49.1.0057

Jaremus, F., Gore, J., Prieto-Rodriguez, E., & Fray, L. (2020). Girls are still being ‘counted out’: teacher expectations of high-level mathematics students. Educational Studies in Mathematics, 105(2), 219–236. https://doi.org/10.1007/s10649-020-09986-9

Jussim, L. (1989). Teacher expectations: Self-fulfilling prophecies, perceptual biases, and accuracy. Journal of Personality and Social Psychology, 57(3), 469–480. https://doi.org/10.1037/0022-3514.57.3.469

Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9(2), 131–155. https://doi.org/10.1207/s15327957pspr0902_3

Jussim, L., Eccles, J., & Madon, S. (1996). Social perception, social stereotypes, and teacher expectations: Accuracy and the quest for the powerful self-fulfilling prophecy. In Advances in experimental social psychology (Vol. 28, pp. 281–388). Academic Press. https://doi.org/10.1016/S0065-2601(08)60240-3

Karwowski, M., Gralewski, J., & Szumski, G. (2015). Teachers’ effect on students’ creative self-beliefs is moderated by students’ gender. Learning and Individual Differences, 44(1), 1–8. https://doi.org/10.1016/j.lindif.2015.10.001

Kenney-Benson, G. A., Pomerantz, E. M., Ryan, A. M., & Patrick, H. (2006). Sex differences in math performance: The role of children’s approach to schoolwork. Developmental Psychology, 42(1), 11–26. https://doi.org/10.1037/0012-1649.42.1.11

Lazarides, R., & Watt, H. M. G. (2015). Girls’ and boys’ perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions. Contemporary Educational Psychology, 41, 51–61. https://doi.org/10.1016/j.cedpsych.2014.11.005

Leckie, G. (2013). Three-level multilevel models: Concepts. LEMMA VLE Module 11. Centre for Multilevel Modelling, University of Bristol.

Liu, W. C., & Wang, C. K. J. (2008). Home environment and classroom climate: An investigation of their relation to students’ academic self-concept in a streamed setting. Current Psychology, 27(4), 242–256. https://doi.org/10.1007/s12144-008-9037-7

Marsh, H. W. (1990). Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal path analysis. Journal of Educational Psychology, 82(4), 646–656. https://doi.org/10.1037/0022-0663.82.4.646

McDonald, R. P. (1999). Test theory: A unified treatment. Lawrence Erlbaum.

McKown, C., & Weinstein, R. S. (2002). Modeling the role of child ethnicity and gender in children’s differential response to teacher expectations. Journal of Applied Social Psychology, 32(1), 159–184. https://doi.org/10.1111/j.1559-1816.2002.tb01425.x

McKown, C., & Weinstein, R. S. (2008). Teacher expectations, classroom context, and the achievement gap. Journal of School Psychology, 46(3), 235–261. https://doi.org/10.1016/j.jsp.2007.05.001

Meissel, K., & Rubie-Davies, C. M. (2015). Cultural invariance of goal orientation and self-efficacy in New Zealand: Relations with achievement. British Journal of Educational Psychology, 86(1), 92–111. https://doi.org/10.1111/bjep.12103

Meissel, K., Meyer, F., Yao, E. S., & Rubie-Davies, C. M. (2017). Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability. Teaching and Teacher Education, 65, 48–60. https://doi.org/10.1016/j.tate.2017.02.021

Merton, R. K. (1948). The self-fulfilling prophecy. The Antioch Review, 8(2), 193–210. https://doi.org/10.2307/4609267

Pesu, L., Viljaranta, J., & Aunola, K. (2016). The role of parents’ and teachers’ beliefs in children’s self-concept development. Journal of Applied Developmental Psychology, 44, 63–71. https://doi.org/10.1016/j.appdev.2016.03.001

Raudenbush, S. W. (1984). Magnitude of teacher expectancy effects on pupil IQ as a function of the credibility of expectancy induction: a synthesis of findings from 18 experiments. Journal of Educational Psychology, 76(1), 85–97. https://doi.org/10.1037/0022-0663.76.1.85

Ready, D. D., & Wright, D. L. (2011). Accuracy and inaccuracy in teachers’ perceptions of young children’s cognitive abilities: The role of child background and classroom context. American Educational Research Journal, 48, 335–360. https://doi.org/10.3102/0002831210374874

Riley, T., & Ungerleider, C. (2008). Preservice teachers’ discriminatory judgments. The Alberta Journal of Educational Research, 54, 378–387.

Rosenthal, R., & Jacobsen, L. (1968). Pygmalion in the classroom: Teacher expectations and pupil’s intellectual development. Holt, Rinehart & Winston.

Rubie-Davies, C. M. (2006). Teacher expectations and student self-perceptions: Exploring relationships. Psychology in the Schools, 43(5), 537–552. https://doi.org/10.1002/pits.20169

Rubie-Davies, C. M. (2007). Classroom interactions: Exploring the practices of high- and low-expectation teachers. British Journal of Educational Psychology, 77(2), 289–306. https://doi.org/10.1348/000709906X101601

Rubie-Davies, C. M. (2008). Teacher expectations. In T. Good (Ed.), 21st century education: A reference handbook (pp. I-254–I-265). SAGE Publications. https://doi.org/10.4135/9781412964012.n27

Rubie-Davies, C. M. (2010). Teacher expectations and perceptions of student attributes: Is there a relationship? British Journal of Educational Psychology, 80, 121–135. https://doi.org/10.1348/000709909X466334

Rubie-Davies, C. M., & Hattie, J. C. (2012). The dangers of extreme positive responses in Likert scales administered to young children. The International Journal of Educational and Psychological Assessment, 11(1), 75–89.

Rubie-Davies, C. M., & Peterson, E. R. (2016). Relations between teachers’ achievement, over- and underestimation, and students’ beliefs for Mãori and Pãkehã students. Contemporary Educational Psychology, 47, 72–83. https://doi.org/10.1016/j.cedpsych.2016.01.001

Rubie-Davies, C. M., Meissel, K., Alansari, M., Watson, P. W., Flint, A., & McDonald, L. (2020). Achievement and beliefs outcomes of students with high expectation teachers. Social Psychology of Education, 23(5), 1173–1201. https://doi.org/10.1007/s11218-020-09574-y

Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: validation of construct interpretations. Review of Educational Research, 46(3), 407–441. https://doi.org/10.3102/00346543046003407

Snijders, T. A. B., & Bosker, R. J. (2012). Multilevel analysis: An introduction to basic and advanced multilevel modelling. Sage.

Tenenbaum, H. R., & Ruck, M. D. (2007). Are teachers' expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99(2), 689–705. https://doi.org/10.1037/0022-0663.99.2.253

Timmermans, A. C., & Rubie-Davies, C. M. (2018). Do teachers differ in the level of expectations or in the extent to which they differentiate in expectations? Relations between teacher -level expectations, teacher background and beliefs, and subsequent student performance. Educational Research and Evaluation, 24(3-5), 241–263. https://doi.org/10.1080/13803611.2018.1550837

Timmermans, A. C., Kuyper, H., & Van der Werf, M. P. C. (2015). Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education? British Journal of Educational Psychology., 85(4), 459–478. https://doi.org/10.1111/bjep.12087

Timmermans, A. C., De Boer, H., & Van der Werf, M. P. C. (2016). An investigation of the relationship between teachers' expectations and teachers' perceptions of student attributes. Social Psychology of Education, 19(2), 217–240. https://doi.org/10.1007/s11218-015-9326-6

Timmermans, A. C., de Boer, H., Amsing, H. T. A., & van der Werf, M. P. C. (2018). Track recommendation bias: Gender, migration background and SES bias over a 20-year period in the Dutch context. British Educational Research Journal, 44(5), 847–874. https://doi.org/10.1002/berj.3470

Timmermans, A. C., van der Werf, M. P. C., & Rubie-Davies, C. M. (2019). The interpersonal character of teacher expectations: The perceived teacher-student relationship as antecedent of teacher expectations. Journal of School Psychology, 73, 114–130. https://doi.org/10.1016/j.jsp.2019.02.004

Tobisch, A., & Dresel, M. (2017). Negatively or positively biased? Dependencies of teachers’ judgments and expectations based on students’ ethnic and social backgrounds. Social Psychology of Education, 20, 731–752. https://doi.org/10.1007/s11218-017-9392-z

Turner, H., Rubie-Davies, C. M., & Webber, M. (2015). Teacher expectations, ethnicity and the achievement Gap. New Zealand Journal of Educational Studies, 50(1), 55–69. https://doi.org/10.1007/s40841-015-0004-1

Tyler, K., & Boelter, C. (2008). Linking black middle school students’ perceptions of teachers’ expectations to academic engagement and efficacy. Negro Educational Review, 59(1–2), 27–45.

Upadyaya, K., & Eccles, J. (2015). Do teachers’ perceptions of children’s math and reading related ability and effort predict children’s self-concept of ability in math and reading? Educational Psychology, 35(1), 110–127. https://doi.org/10.1080/01443410.2014.915927

Urhahne, D., Chao, S. H., Florineth, M. L., Luttenberger, S., & Paechter, M. (2011). Academic self-concept, learning motivation, and test anxiety of the underestimated student. British Journal of Educational Psychology, 81(1), 161–177. https://doi.org/10.1348/000709910X504500

Van den Bergh, L., Denessen, E., Hornstra, L., Voeten, M., & Holland, R. W. (2010). The implicit prejudiced attitudes of teachers: Relations to teacher expectations and the ethnic achievement gap. American Educational Research Journal, 47, 497–527. https://doi.org/10.3102/0002831209353594

Van den Noortgate, W., Opdenakker, M. C., & Onghena, P. (2005). The effects of ignoring a level in multilevel analysis. School Effectiveness and School Improvement, 16(3), 281–203. https://doi.org/10.1080/09243450500114850

Vekiri, I. (2010). Boys’ and girls’ ICT beliefs: Do teachers matter? Computers and Education, 55(1), 16–23. https://doi.org/10.1016/j.compedu.2009.11.013

Wang, S., Rubie-Davies, C. M., & Meissel, K. (2018). A systematic review of the teacher expectation literature over the past 30 years. Educational Research and Evaluation, 24(3-5), 124–179. https://doi.org/10.1080/13803611.2018.1548798

Weinstein, R. S. (2002). Reaching higher: The power of expectations in schooling. Harvard University Press.

Weinstein, R. S., & Middlestadt, S. E. (1979). Student perceptions of teacher interactions with male high and low achievers. Journal of Educational Psychology, 71(4), 421–431. https://doi.org/10.1037/0022-0663.71.4.421

Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12(3), 265–310. https://doi.org/10.1016/0273-2297(92)90011-P

Wigfield, A., & Eccles, J. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015

Woolley, M. E., Strutchens, M., Gilbert, M. C., & Martin, W. G. (2010). Mathematics success of black middle school students: Direct and indirect effects of teacher expectations and reform practices. Negro Educational Review, 61(1–4), 41–59.