The impact of teachers' expectations on students' educational opportunities in the life course: An empirical test of a subjective expected utility explanation

Becker, Dominik

doi:10.1177/1043463113504448

Cited by 28School Choice and PerformanceIntergenerational and Educational Inequality StudiesEducation, Achievement, and Giftedness

The impact of teachers' expectations on students' educational opportunities in the life course: An empirical test of a subjective expected utility explanation

Becker, Dominik·2013·Rationality and Society

DOI 10.1177/1043463113504448

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Abstract

The objective of this paper is to integrate the idea of Pygmalion or self-fulfilling prophecy research into the subjective expected utility framework of inequality in educational opportunities. The theoretical section develops a formal model about the impact of teachers’ expectations on students’ educational transitions in sense of a self-fulfilling prophecy. In the empirical section, I test this model to predict both students’ educational success (in terms of high school graduations) and their university transitions. Analyses control for selection bias and unobserved heterogeneity by means of a bivariate probit model. I find that even net of both students’ performance and motivation, teachers’ expectations show significant effects on students’ educational success ( Abitur), but not on their university transitions. This finding is stable against several robustness checks.

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The explained variance in teacher expectations was somewhat higher when general cognitive abilities and motivation were considered as valid predictors of teacher expectations.
“The explained variance in teacher expectations was somewhat higher when general cognitive abilities and motivation were considered as valid predictors of teacher expectations (Becker, 2013; de Boer et al., 2010).”
From Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement (2020) · cites this paper as Becker, 2013

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Inequality of educational outcome and inequality of educational opportunity in the Netherlands during the 20th century
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Conformists or rebels? Relative risk aversion, educational decisions and social class reproduction
Jæger, M. M., & Holm, A. (2012) · Rationality and Society · doi:10.1177/1043463112441346 · Cited by 28 · see citing works
Sociology and the Unintended. Robert Merton Revisited
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Pygmalion reconsidered;: A case study in statistical inference: reconsideration of the Rosenthal-Jacobson data on teacher expectancy
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Introduction
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Der Übergang ins Hochschulstudium Prozesse und Mechanismen am Beispiel der deutschen Schweiz
Becker, R. (2012) · Springer eBooks · doi:10.1007/978-3-531-19071-6_15 · Cited by 12 · see citing works
Bildungsungleichheit im Lichte aktueller Theorieanwendung in der soziologischen Bildungsforschung
Becker, R. (2012) · Springer eBooks · doi:10.1007/978-3-531-19071-6_3 · Cited by 10 · see citing works
Klassenlage, Entscheidungsfeld und Bildungsaspirationen. Ein Versuch zur theoretischen Präzisierung und kausalen Erklärung von Zusammenhängen zwischen sozialer Struktur und individueller Lebensplanung
Meulemann, H. (1979) · Zeitschrift für Soziologie · doi:10.1515/zfsoz-1979-0406 · Cited by 5 · see citing works

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Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement
Gentrup, S., Lorenz, G., Kristen, C., & Kogan, I. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.101296 · Cited by 275 · see citing works
“Based on these considerations and in line with research by Becker (2013) and de Boer et al. (2010), we characterize teacher expectations as accurate if they concur with actual students' achievement, general cognitive abilities and achievement motivation.”
BackgroundResult
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
Stereotype bei Lehrkräften? Eine Untersuchung systematisch verzerrter Lehrererwartungen
Lorenz, G., Gentrup, S., Kristen, C., Stanat, P., & Kogan, I. (2016) · KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie · doi:10.1007/s11577-015-0352-3 · Cited by 138 · see citing works
Stigma and stratification limiting the math course progression of adolescents labeled with a learning disability
Shifrer, D. (2016) · Learning and Instruction · doi:10.1016/j.learninstruc.2015.12.001 · Cited by 55 · see citing works
Ethnic composition of the primary school and educational choice: Does the culture of teacher expectations matter?
Thys, S., & Houtte, M. V. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.06.011 · Cited by 35 · see citing works
Bildungssysteme und ethnische Bildungsungleichheiten
Esser, H. (2015) · Springer eBooks · doi:10.1007/978-3-658-04322-3_8 · Cited by 31 · see citing works
Social mobility and subjective well-being revisited: The importance of individual locus of control
Becker, D., & Birkelbach, K. W. (2018) · Research in Social Stratification and Mobility · doi:10.1016/j.rssm.2018.01.001 · Cited by 28 · see citing works
Self-citation
Optimism despite disappointment: Irish traveller parents’ reports of their own school experiences and their views on education
Boyle, A., Flynn, M., & Hanafin, J. (2018) · International Journal of Inclusive Education · doi:10.1080/13603116.2018.1530805 · Cited by 22 · see citing works
Teacher-Student-Relationships in Teacher Education: Exploring Three Projects of Knowledge Transfer into Action
Steins, G., & Behravan, B. (2017) · Psychology · doi:10.4236/psych.2017.85048 · Cited by 15 · see citing works
Elite Schools, Elite Ambitions? The Consequences of Secondary-Level School Choice Sorting for Tertiary-Level Educational Choices
Bygren, M., & Rosenqvist, E. (2020) · European Sociological Review · doi:10.1093/esr/jcaa008 · Cited by 9 · see citing works
The Explanation of Everything. A Critical Assessment of Raymond Boudon’s Theory Explaining Descriptive and Normative Beliefs, Attitudes, Preferences and Behavior
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Looking at the future from the periphery of the system: low-ability grouping and educational expectations
Valdés, M. T. (2021) · Educational Review · doi:10.1080/00131911.2021.1978400 · Cited by 8 · see citing works
“By the time I got to London I was like a coke bottle that had been shaken up and was about to explode!” A case study of performance expectations with a retired athlete
Heaviside, H. J., Manley, A., Didymus, F., Backhouse, S., & Staff, H. R. (2021) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2021.102022 · Cited by 6 · see citing works
Accommodations, modifications, and special education interventions: influence on teacher expectations
Lozano, C. S., Brandenberg, K., Ganz, A. S., & Wüthrich, S. (2022) · Educational Research and Evaluation · doi:10.1080/13803611.2022.2103571 · Cited by 6 · see citing works
Factors Relating to the Multicultural Efficacy and Attitudes of Teachers
Strickland, D. (2018) · Cited by 5 · see citing works
Bildungsungleichheit durch Schul- und Schulklasseneffekte
Becker, D., & Birkelbach, K. W. (2017) · Springer eBooks · doi:10.1007/978-3-658-15272-7_6 · Cited by 4 · see citing works
Self-citation
Soziale Selektivität bei der Vergabe der integrativen schulischen Maßnahmen reduzierte individuelle Lernziele, Nachteilsausgleich und integrative Förderung
Lozano, C. S., Wüthrich, S., Wicki, M., & Brandenberg, K. (2023) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-023-01173-9 · Cited by 4 · see citing works
Understanding the stickiness in high-SES students’ educational expectations: The role of private schools
Valdés, M. T. (2022) · Rationality and Society · doi:10.1177/10434631221142266 · Cited by 4 · see citing works
Month of Birth, Early Academic Achievement, and Parental Expectations of University Completion: A New Test on Sticky Expectations
Bernardi, F., & Valdés, M. T. (2024) · Sociology of Education · doi:10.1177/00380407241300306 · Cited by 2 · see citing works
The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations
Becker, D., & Weßling, K. (2020) · doi:10.26481/umagsb.2020012 · Cited by 2 · see citing works
Self-citation
The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations
Becker, D., & Weßling, K. (2020) · doi:10.26481/umaror.2020004 · Cited by 2 · see citing works
Self-citation
The academic advantage of having university-educated parents decreases with the proportion of university-educated parents in a society: evidence from Spain
Valdés, M. T. (2022) · International Studies in Sociology of Education · doi:10.1080/09620214.2022.2089715 · Cited by 1 · see citing works
To predict and explain. How prediction improves our understanding of models: an application to the study of teacher bias.Preprint
Verhagen, M. D. (2021) · doi:10.31235/osf.io/y6mnb · Cited by 1 · see citing works
Peer Effects on Educational Aspirations
Vit, E. (2024) · doi:10.14267/phd.2024032
Efecto Pigmalión y motivación académica en estudiantes universitarios
Donayre, J. V. (2024) · CES Psicología · doi:10.21615/cesp.6993
Kognitive Differenzierung und Kollateral-Stratifikation
Esser, H. (2025) · KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie · doi:10.1007/s11577-025-01000-5
Teacher expectations and math proficiency: evidence from SAEB 2017 in public schools
Teixeira, O. H., Teixeira, E. C., & Cassuce, F. C. D. C. (2026) · Educação e Pesquisa · doi:10.1590/s1678-4634202652291151en
Expectativas docentes e proficiência em matemática: evidências do SAEB 2017 em escolas públicas
Teixeira, O. H., Teixeira, E. C., & Cassuce, F. C. D. C. (2026) · Educação e Pesquisa · doi:10.1590/s1678-4634202652291151por

Authors: Becker, D.
Affiliations: Heinrich Heine University Düsseldorf (DE)
Corresponding author: Becker, Dominik
ORCID: Becker, Dominik
Venue: Rationality and Society
Publisher: SAGE Publications
Published: 2013-11
Volume: 25
Issue: 4
Pages: 422-469
ISSN: 1043-4631 (ISSN-L)
1461-7358
DOI: 10.1177/1043463113504448
OpenAlex: W2312410340
Cited by: 28
References: 131
Citations by year: 2026: 2 · 2025: 1 · 2024: 3 · 2023: 1 · 2022: 3 · 2021: 3 · 2020: 4 · 2018: 4 · 2017: 2 · 2016: 2 · 2015: 2 · 2014: 1
FWCI: 8.07
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Rationality and Society (publishedVersion)
RePEc: Research Papers in Economics (submittedVersion)
Topics: Social Sciences › Education › School Choice and Performance
Social Sciences › Sociology and Political Science › Intergenerational and Educational Inequality Studies
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords: teacher expectations, Pygmalion effect, self-fulfilling prophecy, educational inequality, educational opportunities, educational transitions, high school graduation, college enrollment, Abitur, subjective expected utility, life course, student motivation

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The impact of teachers' expectations on students' educational opportunities in the life course: An empirical test of a subjective expected utility explanation

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