The role of teachers' expectations in the association between children's SES and performance in kindergarten: a moderated mediation analysis.

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 fro...

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Autores principales:	Sara Speybroeck, Sofie Kuppens, Jan Van Damme, Peter Van Petegem, Carl Lamote, Tinneke Boonen, Jerissa de Bilde
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2012
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/8d0e58cfc76643e59bdc79f9e6100ffe
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spelling	oai:doaj.org-article:8d0e58cfc76643e59bdc79f9e6100ffe2021-11-18T07:22:48ZThe role of teachers' expectations in the association between children's SES and performance in kindergarten: a moderated mediation analysis.1932-620310.1371/journal.pone.0034502https://doaj.org/article/8d0e58cfc76643e59bdc79f9e6100ffe2012-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/pmid/22506023/?tool=EBIhttps://doaj.org/toc/1932-6203This 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.Sara SpeybroeckSofie KuppensJan Van DammePeter Van PetegemCarl LamoteTinneke BoonenJerissa de BildePublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 7, Iss 4, p e34502 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Sara Speybroeck Sofie Kuppens Jan Van Damme Peter Van Petegem Carl Lamote Tinneke Boonen Jerissa de Bilde The role of teachers' expectations in the association between children's SES and performance in kindergarten: a moderated mediation analysis.
description	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.
format	article
author	Sara Speybroeck Sofie Kuppens Jan Van Damme Peter Van Petegem Carl Lamote Tinneke Boonen Jerissa de Bilde
author_facet	Sara Speybroeck Sofie Kuppens Jan Van Damme Peter Van Petegem Carl Lamote Tinneke Boonen Jerissa de Bilde
author_sort	Sara Speybroeck
title	The role of teachers' expectations in the association between children's SES and performance in kindergarten: a moderated mediation analysis.
title_short	The role of teachers' expectations in the association between children's SES and performance in kindergarten: a moderated mediation analysis.
title_full	The role of teachers' expectations in the association between children's SES and performance in kindergarten: a moderated mediation analysis.
title_fullStr	The role of teachers' expectations in the association between children's SES and performance in kindergarten: a moderated mediation analysis.
title_full_unstemmed	The role of teachers' expectations in the association between children's SES and performance in kindergarten: a moderated mediation analysis.
title_sort	role of teachers' expectations in the association between children's ses and performance in kindergarten: a moderated mediation analysis.
publisher	Public Library of Science (PLoS)
publishDate	2012
url	https://doaj.org/article/8d0e58cfc76643e59bdc79f9e6100ffe
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The role of teachers' expectations in the association between children's SES and performance in kindergarten: a moderated mediation analysis.

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