Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students
Open accessAbstract
This study examined the associations among child demographic variables, teacher perceptions of parent-teacher and student-teacher relationship quality, and teacher perceptions of children's academic abilities in an ethnically diverse sample of 607 academically at-risk first grade children. Relative to relationships with African American children and parents, teachers rated their relationships with White and Hispanic children and parents more positively. Measures of relationship quality added unique variance to teachers' perceptions of children's abilities, controlling for parent educational level and measured ability. Relationship variables fully mediated the association between African American status and teachers' perceptions of children's abilities. Implications of the findings for teacher in-service and professional development and for parent involvement programs are discussed.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Differential treatment of high- and low-expectation students may account, at least partially, for the expectancy-confirming impact of teacher expectations on student achievement.
“This di ff erential treatment of high- and low-expectation students may account, at least partially, for the expectancy-con fi rming impact of teacher expectations on student achievement (Hughes et al., 2005).”
From The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis (2018) · cites this paper as Hughes et al., 2005
Cites
Finn, J. D. (1989) · Review of Educational Research · doi:10.2307/1170412 · Cited by 2,702 · see citing works
The environment of childhood poverty
Evans, G. W. (2004) · American Psychologist · doi:10.1037/0003-066x.59.2.77 · Cited by 2,396 · see citing works
In search of the powerful self-fulfilling prophecy
Madon, S., Jussim, L., & Eccles, J. (1997) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.72.4.791 · Cited by 304 · cited 1× · see citing works
“In a study of middle school students, Madon, Jussim, and Eccles (1997) found a self-fulfilling prophecy effect size among low achievers of .26 on math achievement, whereas the self-fulfilling prophecy effect size among high achievers was only .08.”
BackgroundClassroom and Developmental Differences in a Path Model of Teacher Expectancy Effects
Kuklinski, M. R., & Weinstein, R. S. (2001) · Child Development · doi:10.1111/1467-8624.00365 · Cited by 230 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011) · Review of Educational Research · doi:10.3102/0034654311421793 · Cited by 2,370 · see citing works
A systematic review of the teacher expectation literature over the past 30 years
Wang, S., Rubie-Davies, C. M., & Meissel, K. (2018) · Educational Research and Evaluation · doi:10.1080/13803611.2018.1548798 · Cited by 259 · see citing works
de Boer, H., Timmermans, A. C., & van der Werf, M. P. C. (2018) · Educational Research and Evaluation · doi:10.1080/13803611.2018.1550834 · Cited by 144 · see citing works
Bernard, D., & Neblett, E. (2018) · Adolescent Research Review · doi:10.1007/s40894-017-0073-0 · Cited by 26 · see citing works
- Authors
- Hughes, J. N., Gleason, K. A., & Zhang, D.
- Affiliations
- Texas A&M University (US)
- Corresponding author
- Hughes, Jan N.
- ORCID
- Hughes, Jan N.
- Venue
- Journal of School Psychology
- Publisher
- Elsevier BV
- Published
- 2005-10
- Volume
- 43
- Issue
- 4
- Pages
- 303-320
- ISSN
- 0022-4405 (ISSN-L)
- PMC
- PMC2855846
- OpenAlex
- W2168321714
- Cited by
- 346
- References
- 4
- Citations by year
- 2026: 5 · 2025: 10 · 2024: 17 · 2023: 17 · 2022: 18 · 2021: 8 · 2020: 70 · 2019: 33 · 2018: 21 · 2017: 13 · 2016: 20 · 2015: 19 · 2014: 13 · 2013: 11 · 2012: 13
- FWCI
- 25.31
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of School Psychology (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institutes of Health
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01HD039367)
- Topics
- Social Sciences › Education › Parental Involvement in Education
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- teacher perceptions, academic competence, academically at-risk students, first grade, parent-teacher relationships, teacher-student relationship, relationship quality, racial and ethnic minority students, African American students, Hispanic students, white students, parental involvement
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
