Abstract

Strong evidence indicates that student expectations of success in mathematics decline in middle school. The goal of the present study was to examine whether the expectations of teachers and the quality of the student-teacher relationship play a role in these declines. A total of 201 (86 boys, 115 girls) Latino/a students (M = 11.0 years) and their teachers completed surveys at the beginning and end of the 6th grade, describing expectations of the student’s success in mathematics and perceptions of teacher involvement with the student. Higher teacher expectations of mathematics success and higher student reports of teacher involvement anticipated greater increases in student expectations of success; the former (but not the latter), was limited to students with above average mathematics abilities.

摘要

强有力的证据表明，学生对数学成功的期望在中学阶段下降。本研究的目的是检查教师的期望和师生关系的质量是否在这些下降中起作用。共有 201（86 名男孩，115 名女孩）拉丁裔/a 学生（M  = 11.0 岁）和他们的老师在 6 年级开始和结束时完成了调查，描述了对学生在数学方面取得成功的期望以及对教师参与的看法学生。教师对数学成功的更高期望和更高的学生对教师参与的报告预期学生对成功的期望更大；前者（但不是后者）仅限于数学能力高于平均水平的学生。