Low expectations equal no expectations: Aspirations, motivation, and achievement in secondary school

Walkey, Frank H.; McClure, John; Meyer, Luanna H.; Weir, Kirsty F.

doi:10.1016/j.cedpsych.2013.06.004

Cited by 80Education, Achievement, and GiftednessEducational Outcomes and InfluencesSchool Choice and Performance

Low expectations equal no expectations: Aspirations, motivation, and achievement in secondary school

Walkey, Frank H., McClure, John, Meyer, Luanna H., Weir, Kirsty F.·2013·Contemporary Educational Psychology

DOI 10.1016/j.cedpsych.2013.06.004

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Students who reported lower aspirations did not perceive that their teachers had high expectations for their academic performance.
“Students who reported lower aspirations in their study did not perceive that their teachers had high expectations for their academic performance.”
From Teacher and Middle Leader Perceptions of Culturally Responsive Middle Leadership Practices and Their Ability to Meet the Needs of Māori Students in New Zealand Secondary Schools (2024) · cites this paper as Walkey et al., 2013
Students are sensitive to both overt and covert messages from teachers and leaders regarding high versus low expectations for success.
“Walkey et al. ( 2013) found that students were sensitive to both overt and covert messages from teachers and leaders regarding high versus low expectations for success.”
From Teacher and Middle Leader Perceptions of Culturally Responsive Middle Leadership Practices and Their Ability to Meet the Needs of Māori Students in New Zealand Secondary Schools (2024) · cites this paper as Walkey et al., 2013

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Maximal levels of aspiration, minimal boundary goals, and their relationships with academic achievement: The case of secondary‐school students
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WHAT HIGH SCHOOL STUDENTS SAY ABOUT THEIR ASPIRATIONS, ATTRIBUTIONAL THINKING, AND
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Authors: Walkey, F. H., McClure, J., Meyer, L. H., & Weir, K. F.
Affiliations: Victoria University of Wellington (NZ)
Corresponding author: McClure, John
ORCID: McClure, John
Venue: Contemporary Educational Psychology
Publisher: Elsevier BV
Published: 2013-10
Volume: 38
Issue: 4
Pages: 306-315
ISSN: 0361-476X (ISSN-L)
DOI: 10.1016/j.cedpsych.2013.06.004
OpenAlex: W2054547652
Cited by: 80
References: 43
Citations by year: 2026: 2 · 2025: 3 · 2024: 9 · 2023: 1 · 2022: 6 · 2021: 4 · 2020: 11 · 2019: 10 · 2018: 6 · 2017: 7 · 2016: 10 · 2015: 8 · 2014: 3
FWCI: 9.48
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
Locations: Contemporary Educational Psychology (publishedVersion)
Funders: Victoria University
Ministry of Education
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Education › Educational Outcomes and Influences
Social Sciences › Education › School Choice and Performance
Keywords: educational aspirations, academic performance, student motivation, attribution theory, high expectations, school completion, underachievement, peer affiliation, ethnic differences, gender differences, high school students

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