Prior Academic Achievement as a Predictor of Non-Cognitive Variables and Teacher and Parent Expectations in Students With Learning Disabilities

Research has suggested that the relationship between previous academic achievement and student variables is mediated by parent and teacher expectations of the child’s ability and future success. The goal of this study was to analyze the mediating role of teachers’ expectations and teachers’ percepti...

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Bibliographic Details
Published in:Learning disability quarterly 2022-05, Vol.45 (2), p.121-133
Main Authors: Núñez, Jose C., Rodríguez, Celestino, Tuero, Ellián, Fernández, Estrella, Cerezo, Rebeca
Format: Article
Language:English
Subjects:
Academic Achievement
Attribution Theory
Children
Elementary School Students
Expectation
Family Influence
Foreign Countries
Goal Orientation
Learning
Learning Disabilities
Motivation
Parents & parenting
Self Concept
Student Attitudes
Student teacher relationship
Students
Students with Disabilities
Teacher attitudes
Teacher Expectations of Students
Teachers
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Summary:Research has suggested that the relationship between previous academic achievement and student variables is mediated by parent and teacher expectations of the child’s ability and future success. The goal of this study was to analyze the mediating role of teachers’ expectations and teachers’ perceptions of parents’ expectations between previous academic achievement and variables in students with Specific Learning Disorders (SLD) that are significant for school learning. The participants were 230 students with SLD from Spain, between 10 and 14 years old. Extrinsic variables influenced the students’ intrinsic variables even more than the students’ own experiences of academic success or failure. The way in which teachers in the child’s academic life respond to prior results and the expectations they form can affect their instruction and, ultimately, the children’s motivation, involvement, and persistence in learning.
ISSN:0731-9487
2168-376X
DOI:10.1177/0731948720925402