Title
The role of teacher's expectations in the association between children's SES and performance in kindergarten : a moderated mediation analysis
Author
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Publication type
article
Publication
Subject
Educational sciences
Biology
Human medicine
Source (journal)
PLoS ONE
Volume/pages
7(2012) :4 , p. e34502,1-e34502,8
ISSN
1932-6203
Article Reference
e34502
Carrier
E-only publicatie
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
Abstract
This study examines the role of teachers' expectations in the association between children's socio-economic background and achievement outcomes. Furthermore, the role of children's ethnicity in moderating this mediated relation is investigated. In the present study, 3,948 children from kindergarten are examined. Data are analysed by means of structural equation modeling. First, results show that teachers' expectations mediate the relation between children's SES and their later language and math achievement, after controlling for children's ethnicity, prior achievement and gender. This result indicates that teachers may exacerbate individual differences between children. Second, children's ethnicity moderates the mediation effect of teachers' expectations with respect to math outcomes. The role of teachers' expectations in mediating the relation between SES and math outcomes is stronger for majority children than for minority children.
Full text (open access)
https://repository.uantwerpen.be/docman/irua/d06402/1e336eaf.pdf
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