CoChat
Sign Up
Cited by 45Educational Environments and Student OutcomesEducation, Achievement, and GiftednessSchool Choice and Performance

The DOI matches its Crossref record; its reference list is not available.

The interpersonal character of teacher expectations: The perceived teacher-student relationship as an antecedent of teachers' track recommendations

Open access
Timmermans, Anneke C., van der Werf, M.P.C. Greetje, Rubie-Davies, Christine M.·2019·Journal of School Psychology
DOI 10.1016/j.jsp.2019.02.004
Open this paper in CoChat — free account

Abstract

Teacher expectations of students have long been recognized as a form of interpersonal expectations. In this study, we aimed to investigate the interpersonal character of teacher expectations by assessing 1) whether teacher expectations and the teacher-student relationship shared similar antecedents in terms of demographic characteristics of students, and 2) whether the dimensions closeness, conflict, and dependency of the teacher-student relationship were predictive of teacher expectations. Analyses were based on a large sample of 9881 students in 614 classes in the final grade of primary education. The results indicated that teacher expectations - as measured by track recommendations - and the teacher-student relationship were not consistent in antecedents. Student performance, parental education, and closeness were positive predictors of track recommendations, whereas they were negatively associated with conflict and dependency. Ethnicity was positively associated with track recommendations, but negatively with closeness. Furthermore, perceived closeness and conflict were not statistically significantly associated with track recommendations. A negative association was found for perceived dependency with teachers' track recommendations, although the latter association appeared stronger for high performing students. Finally, the results showed that teachers differed in how they weigh the conflict and dependency dimensions when formulating track recommendations, indicating that those teacher perceptions played a stronger role in some of the classes.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1016/j.jsp.2019.02.004

Cites

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

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?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

No citation lists for this paper

No citation lists for this paper yet — checked again daily.

References 90 · Cited by 45

Research works printed but not linked: 57

  1. Alvridez, 1999, Early teacher perceptions and later student academic achievement, Journal of Educational Psychology, 91, 731, 10.1037/0022-0663.91.4.731 · DOI
  2. Ang, 2005, Development and validation of the teacher–student relationship inventory using exploratory and confirmatory factor analysis, The Journal of Experimental Education, 74, 55, 10.3200/JEXE.74.1.55-74 · DOI
  3. Birch, 1997, The teacher–child relationship and children's early school adjustment, Journal of School Psychology, 35, 61, 10.1016/S0022-4405(96)00029-5 · DOI
  4. Birch, 1998, Children's interpersonal behaviors and the teacher–child relationship, Developmental Psychology, 34, 934, 10.1037/0012-1649.34.5.934 · DOI
  5. Brophy, 1983, Research on the self-fulfilling prophecy and teacher expectations, Journal of Educational Psychology, 75, 631, 10.1037/0022-0663.75.5.631 · DOI
  6. Brophy, 1970, Teachers' communication of differential expectations for children's classroom performance: Some behavioral data, Journal of Educational Psychology, 61, 365, 10.1037/h0029908 · DOI · Paper page
  7. Caro, 2009, The Role of Academic Achievement Growth in School Track Recommendations, Studies in Educational Evaluation, 35, 183, 10.1016/j.stueduc.2009.12.002 · DOI
  8. de Boer, 2010, Sustainability of teacher expectation bias effects on long-term student performance, Journal of Educational Psychology, 102, 168, 10.1037/a0017289 · DOI · Paper page
  9. Doumen, 2008, Reciprocal relations between teacher–child conflict and aggressive behavior in kindergarten: A three-wave longitudinal study, Journal of Clinical Child and Adolescent Psychology, 37, 588, 10.1080/15374410802148079 · DOI
  10. Entwisle, 1988, Factors affecting achievement test scores and marks of black and white first graders, Elementary School Journal, 88, 449, 10.1086/461550 · DOI
  11. Entwisle, 1988, Lasting effects of elementary school, Sociology of Education, 61, 147, 10.2307/2112624 · DOI
  12. Ferguson, 2003, Vol. 38, 460
  13. Feron, 2016, Does the teacher beat the test? The value of the teacher's assessment in predicting student ability, De Economist, 164, 391, 10.1007/s10645-016-9278-z · DOI
  14. Glock, 2013, Does nationality matter? The impact of stereotypical expectations of student teachers' judgments, Social Psychology of Education, 16, 111, 10.1007/s11218-012-9197-z · DOI
  15. Graham, 2009, Missing data analysis: Making it in the real world, Annual Review of Psychology, 60, 549, 10.1146/annurev.psych.58.110405.085530 · DOI · Paper page
  16. Hamre, 2001, Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade, Child Development, 72, 625, 10.1111/1467-8624.00301 · DOI · Paper page
  17. Harris, 1985, Mediation of interpersonal expectancy effects: 31 meta-analyses, Psychological Bulletin, 97, 363, 10.1037/0033-2909.97.3.363 · DOI · Paper page
  18. Hoge, 1984, The definition and measurement of teacher expectations: Problems and prospects, Canadian Journal of Education, 9, 213, 10.2307/1494604 · DOI
  19. Hughes, 1999, Influence of student–teacher relationship on childhood aggression: A prospective study, Journal of Clinical Child Psychology, 28, 173, 10.1207/s15374424jccp2802_5 · DOI
  20. Hughes, 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, 10.1016/j.jsp.2005.07.001 · DOI · Paper page
  21. Jellesma, 2015, Children's perceptions of the relationship with the teacher: Associations with appraisals and internalizing problems in middle childhood, Journal of Applied Developmental Psychology, 36, 30, 10.1016/j.appdev.2014.09.002 · DOI
  22. Jussim, 1992, Teacher expectations II: Construction and reflection of student achievement, Journal of Personality and Social Psychology, 63, 947, 10.1037/0022-3514.63.6.947 · DOI
  23. Jussim, 1996, Social perception, social stereotypes, and teacher expectations: Accuracy and the quest for the powerful self-fulfilling prophecy, Advances in Experimental Social Psychology, 29, 281, 10.1016/S0065-2601(08)60240-3 · DOI · Paper page
  24. Jussim, 2005, Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies, Personality and Social Psychology Review, 9, 131, 10.1207/s15327957pspr0902_3 · DOI
  25. Kelly, 2012, Curriculum tracking and teacher expectations: evidence from discrepant course taking models, Social Psychology of Education, 15, 271, 10.1007/s11218-012-9182-6 · DOI
  26. Koepke, 2008, Conflict in the classroom: Gender differences in the teacher–child relationship, Early Education and Development, 19, 843, 10.1080/10409280802516108 · DOI
  27. Koomen, 2012, Validating the Student-Teacher Relationship Scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample, Journal of School Psychology, 50, 215, 10.1016/j.jsp.2011.09.001 · DOI
  28. Kuklinski, 2000, Classroom and grade level differences in the stability of teacher expectations and perceived differential treatment, Learning Environments Research, 3, 1, 10.1023/A:1009904718353 · DOI
  29. Lucas, 2001, Effectively maintained inequality: Education transitions, track mobility, and social background effects, American Journal of Sociology, 106, 1642, 10.1086/321300 · DOI
  30. Madon, 2011, Self-fulfilling prophecies: Mechanisms, power and links to social problems, Social and Personality Psychology Compass, 5, 578, 10.1111/j.1751-9004.2011.00375.x · DOI
  31. Mantzicopoulos, 2003, Development and validation of a measure to assess head start children's appraisals of teacher support, Journal of School Psychology, 41, 431, 10.1016/j.jsp.2003.08.002 · DOI
  32. Martinek, 1980, Stability of teachers’ expectations for elementary school aged children, Perceptual and Motor Skills, 51, 1269, 10.2466/pms.1980.51.3f.1269 · DOI
  33. McGrath, 2015, Who, when, why and to what end? Students at risk of negative student-teacher relationships and their outcomes, Educational Research Review, 14, 1, 10.1016/j.edurev.2014.12.001 · DOI · Paper page
  34. McKnown, 2008, Teacher expectations, classroom context, and the achievement gap, Journal of School Psychology, 46, 235, 10.1016/j.jsp.2007.05.001 · DOI
  35. Merton, 1948, The self-fulfilling prophecy, The Antioch Review, 8, 193, 10.2307/4609267 · DOI · Paper page
  36. Murray, 2004, Child level correlates of teacher–student relationships: An examination of demographic characteristics, academic orientations, and behavioral orientations, Psychology in the Schools, 41, 751, 10.1002/pits.20015 · DOI
  37. Nurmi, 2012, Students' characteristics and teacher-child relationships in instruction: A meta-analysis, Educational Research Review, 7, 177, 10.1016/j.edurev.2012.03.001 · DOI
  38. Palermo, 2007, Preschoolers' academic readiness: What role does the teacher– Child relationship play?, Early Childhood Research Quarterly, 22, 407, 10.1016/j.ecresq.2007.04.002 · DOI
  39. Pianta, 1995, The first two years of school: Teacher–child relationships and deflections in children's classroom adjustment, Development and Psychopathology, 7, 298, 10.1017/S0954579400006519 · DOI
  40. Ready, 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, 10.3102/0002831210374874 · DOI
  41. Riley, 2012, Self-fulfilling prophecy: How teachers' attributions, expectations, and stereotypes influence the learning opportunities afforded Aboriginal students, Canadian Journal of Education, 35, 303
  42. Rubie-Davies, 2010, Teacher expectations and perceptions of student attributes: Is there a relationship?, British Journal of Educational Psychology, 80, 121, 10.1348/000709909X466334 · DOI
  43. Rubie-Davies, 2006, Expecting the best for students: Teacher expectations and academic outcomes, British Journal of Educational Psychology, 76, 429, 10.1348/000709905X53589 · DOI
  44. Ryan, 1994, Representations of relationships to teachers, parents and friends as predictors of academic motivation and self-esteem, Journal of Early Adolescence, 14, 226, 10.1177/027243169401400207 · DOI
  45. Saft, 2001, Teachers' perceptions of their relationships with student: Effects of child age, gender, and ethnicity of teachers and children, School Psychology Quarterly, 16, 125, 10.1521/scpq.16.2.125.18698 · DOI
  46. Silver, 2005, Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and teacher–child relationship during the school transition, Journal of School Psychology, 43, 39, 10.1016/j.jsp.2004.11.003 · DOI
  47. Stevens, 2008, Exploring pupils' perceptions of teacher racism in their context: A case study of Turkish and Belgian vocational education pupils in a Belgian school, British Journal of Sociology of Education, 29, 175, 10.1080/01425690701837539 · DOI
  48. Stevens, 2011, Researching race/ethnicity inequality in the Netherlands: A critical review of the research literature between 1980 and 2008, British Educational Research Journal, 37, 5, 10.1080/01411920903342053 · DOI
  49. Tenenbaum, 2007, Are teachers' expectations different for racial minority than for European American students? A meta-analysis, Journal of Educational Psychology, 99, 689, 10.1037/0022-0663.99.2.253 · DOI
  50. Timmermans, 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, 459, 10.1111/bjep.12087 · DOI · Paper page
  51. Timmermans, 2016, An investigation of the relationship between teachers' expectations and teachers' perceptions of student attributes, Social Psychology of Education, 19, 217, 10.1007/s11218-015-9326-6 · DOI
  52. Timmermans, 2018, Track recommendation bias: Gender, migration background and SES bias over a 20-year period in the Dutch context, British Educational Research Journal, 44, 847, 10.1002/berj.3470 · DOI
  53. Thijs, 2008, Teacher–child relationships and pedagogical practices: Considering the teacher's perspective, School Psychology Review, 37, 244, 10.1080/02796015.2008.12087898 · DOI
  54. Thijs, 2012, Ethnic incongruence and the student–teacher relationship: The perspective of ethnic majority teachers, Journal of School Psychology, 50, 257, 10.1016/j.jsp.2011.09.004 · DOI
  55. Van Buuren, 2011, MICE: Multivariate imputation by chained equations in R, Journal of Statistical Software, 45, 1
  56. Wentzel, 1997, Student motivation in middle school: The role of perceived pedagogical caring, Journal of Educational Psychology, 89, 411, 10.1037/0022-0663.89.3.411 · DOI
  57. Zee, 2017, Similarities and dissimilarities between teachers' and students' relationship views in upper elementary school: The role of personal teacher and student attributes, Journal of School Psychology, 64, 43, 10.1016/j.jsp.2017.04.007 · DOI

Metadata

Authors
Timmermans, A. C., van der Werf, M. P. C. G., & Rubie-Davies, C. M.
Affiliations
  • University of Groningen (NL)
  • University of Auckland (NZ)
Corresponding author
Timmermans, Anneke C.
ORCID
Venue
Journal of School Psychology
Publisher
Elsevier BV
Published
2019-04
Volume
73
Pages
114-130
ISSN
0022-4405 (ISSN-L)
DOI
10.1016/j.jsp.2019.02.004
OpenAlex
W2939793811
Cited by
45
References
90
Citations by year
2026: 6 · 2025: 6 · 2024: 7 · 2023: 4 · 2022: 10 · 2021: 9 · 2020: 2 · 2019: 1
FWCI
14.84
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of School Psychology (publishedVersion)
  • PubMed (publishedVersion)
  • University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion, other-oa)
  • ResearchSpace (University of Auckland) (submittedVersion)
Funders
Rijksuniversiteit Groningen
Topics
  • Social Sciences › Education › Educational Environments and Student Outcomes
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › School Choice and Performance
Keywords
teacher expectations, teacher-student relationship, educational tracking, interpersonal expectations, closeness, conflict, dependency, student performance, parental education, ethnicity, elementary school students, teacher perceptions
MeSH terms
School Teachers, Academic Success, Adult, Child, Female, Humans, Interpersonal Relations, Male, Schools, Students, Anticipation, Psychological

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