The opposition of students to teacher expectation cultures: the important role of a positive teacher-student relationship

Recent decades have seen many studies dealing with the effects of teachersU+2019 dispositions about their students. While most have focused on studentsU+2019 cognitive outcomes, we relate teacher expectations to student deviancy. We expect low expectations to be associated with studentsU+2019 feelings of futility and less perceived teacher support, which, according to respectively strain theory and social control theory, give rise to misconduct among students. Multilevel analyses of data (2004-2005) from 11 844 students and 2104 teachers in 84 Flemish secondary schools suggest that, in schools where teacher expectations are low, students report less perceived teacher support, which is associated with higher rates of self-reported school misconduct. Implications are discussed.

Jaar van publicatie:2013

Toegankelijkheid:Closed