The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers’ perceptions of students’ learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher.

本研究调查了根据学生的社会经济状况，移民背景和性别，教师对学生的认知技能，学习动机和课堂行为的看法是否有所不同。来自N的数据= 使用结构方程模型分析了4746名德国四年级学生及其父母和老师的数据。通过对标准成绩测验中的学生成绩进行控制，并通过学生和家长的报告来衡量学生的动机，我们发现与低SES学生和男孩相比，教师高估了高SES学生和女孩的认知技能。同样，教师认为高SES学生，非移民背景的学生和女孩具有较高的学习动机和认知能力。最后，我们发现教师对学生学习动机和课堂行为的感知介导了教师所感知的学生特征与认知技能之间的关系。