Publication
Title
The role of teacher's expectations in the association between children's SES and performance in kindergarten : a moderated mediation analysis
Author
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.
Language
English
Source (journal)
PLoS ONE
Publication
2012
ISSN
1932-6203
Volume/pages
7:4(2012), p. e34502,1-e34502,8
Article Reference
e34502
ISI
000305297500031
Medium
E-only publicatie
Full text (Publishers DOI)
Full text (open access)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 25.04.2012
Last edited 28.04.2017
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