Regular ArticleEffect of Students' After-School Activities on Teachers' Academic Expectancies☆
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Influence of teachers’ political orientation and values on their success prediction toward students from different socioeconomic background
2020, Revue Europeenne de Psychologie AppliqueeCitation Excerpt :Specifically, the occupations and extracurricular activities were systematically socially congruent in order to clearly activate a different socioeconomic background (i.e., socially high parental occupations combined with socially high extracurricular activities or socially low occupations combined with socially low extracurricular activities). Furthermore, the extracurricular and leisure activities were chosen with reference to the study by Van Matre et al. (2000) on the influence of such activities on teacher expectations. Thus, to induce a high socioeconomic environment, the parents’ professions were presented as “doctor” (father an emergency doctor, mother a freelance doctor, vignette 2); “architect” (father a freelance specialist in underwater architecture, mother an architect employed in a large group, vignette 4); “lawyer” (father a social lawyer, mother a criminal lawyer, vignette 8); or “teacher” (father a university English teacher, mother a high school mathematics teacher, vignette 10).
Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement
2020, Learning and InstructionCitation Excerpt :Furthermore, studies have shown that inaccuracy in teacher expectations does not occur randomly but is systematic for different groups of students. For example, negative bias in teacher expectations has been found for students from socially disadvantaged families (e.g., de Boer et al., 2010; Lorenz, Gentrup, Kristen, Stanat, & Kogan, 2016; Ready & Wright, 2011; Timmermans, de Boer, & van der Werf, 2016; Timmermans, Kuyper, & van der Werf, 2015; van Matre, Valentine, & Cooper, 2000), for ethnic minority students (e.g., Holder & Kessels, 2017; Lorenz et al., 2016; McKown & Weinstein, 2008; Meissel, Meyer, Yao, & Rubie-Davies, 2017; Morris, 2005; Ready & Wright, 2011), for boys and girls in gender-untypical domains (e.g., Hinnant et al., 2009; Holder & Kessels, 2017; Lorenz et al., 2016; Meissel et al., 2017; Ready & Wright, 2011; Riegle-Crumb & Humphries, 2012; Rubie-Davies & Peterson, 2016) as well as for students with special educational needs or learning disability statuses (e.g., Hurwitz, Elliott, & Braden, 2007; Jenkins & Demaray, 2016; Shifrer, 2013, 2016). Teacher expectancy effects based on such systematically biased expectations have the potential to contribute to educational inequalities (e.g., de Boer et al., 2010; Gentrup & Rjosk, 2018; Muntoni & Retelsdorf, 2018).
The influence of juvenile preference for online social interaction on problematic Internet use: The moderating effect of sibling condition and the moderated moderating effect of age cohort
2017, Computers in Human BehaviorCitation Excerpt :Furthermore, when compared with boys, girls are gentler and more compassionate (Chapman, Duberstein, Sorensen, & Lyness, 2007). These differences in personality make girls more likely to win the trust and support of significant others in life (Van Matre, Valentine & Cooper, 2000). Based on the Self-Worth Orientation Theory (Jin & Shan, 2011; Jin, 2010), everyone is searching for self-worth and the meaning of life.
Exploring teacher trust in technical/vocational secondary schools: Male teachers' preference for girls
2007, Teaching and Teacher EducationTeachers’ gender bias in STEM: Results from a vignette study
2023, British Educational Research Journal
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This project was conducted by Jill Van Matre as a Senior Honors Research project in George Frissell's Honors Research Methodology class. We thank Mr. Frissell and the students of his class for their assistance with this project. Jill C. Van Matre is now attending Indiana University—Bloomington.
Address correspondence and reprint requests to Harris Cooper, Department of Psychology, McAlester Hall, University of Missouri—Columbia, Columbia, MO 65211.