Sarah Gentrup|Georg Lorenz|Cornelia Kristen|Irena Kogan
Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement
Humboldt-Universität zu Berlin|Humboldt-Universität zu Berlin|University of Bamberg|Mannheim Centre for European Social Research|University of Mannheim
study investigated link teacher expectations student learning relying longitudinal data 64 classrooms 1026 firstgrade students germany based subsample 19 classrooms 354 students explored mediating role three characteristics teacher feedback rated videorecorded school lessons results showed teacher expectations inaccurate extent entirely agree students current achievement general cognitive abilities motivations addition inaccuracy teacher expectations significantly predicted students endofyear achievement even prior achievement general cognitive abilities motivation student background characteristics considered specifically inaccurately high teacher expectations associated greater achievement reading mathematics whereas inaccurately low teacher expectations associated lower achievement reading furthermore teacher feedback varied significantly inaccurate teacher expectations substantially mediate teacher expectancy effects