Students’ Characteristics and Teachers’ Estimates about Their Academic Achievement

Authors

  • Renato Gomes Carvalho Secretaria Regional de Educação
  • Carolina Castro Abreu Secretaria Regional de Educação

DOI:

https://doi.org/10.1590/1982-4327e2808

Keywords:

teacher expectations, academic achievement, student characteristics

Abstract

The relation between teachers’ expectations and students’ academic achievement has received considerable interest in the education and psychology domains. In this study, we analyze the extent to which the information about students influences the formulation of teachers’ estimates about their achievement. The sample consisted of 491 Portuguese teachers, aged between 26 and 82 years old (M age = 43 years). To assess the teachers’ estimates, we created excerpts containing information about hypothetical students, in relation to whom an estimate of academic success was required. Each excerpt had two versions (A and B), according to the more or less favorable information regarding students’ intellectual, family, self-regulation, and previous performance variables. The results show moderate differences between the estimates of the participants that received version A and those that received version B. The results are discussed considering the importance of a set of student characteristics for the way teachers develop estimates about student performance.

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Published

2018-01-01

Issue

Section

School and Educational Psychology

How to Cite

Students’ Characteristics and Teachers’ Estimates about Their Academic Achievement. (2018). Paidéia (Ribeirão Preto), 28, e2808. https://doi.org/10.1590/1982-4327e2808