На что ориентируются учителя начальных классов в своих ожиданиях относительно академической успешности учащихся
Аннотация
Проведено исследование связи академических и социально-эмоциональных показателей учащихся на старте обучения в школе с последующими ожиданиями учителя в отношении академической успешности каждого ученика. Проверяется гипотеза о том, что связь между ожиданиями учителя и социально-эмоциональными показателями учащихся различается для детей с разным уровнем академических показателей. Выборка исследования состоит из 4430 первоклассников (51% девочек, медианный возраст — 7 лет), обучающихся в 249 классах. Установлено, что учительские ожидания предсказываются как академическими показателями учеников, так и социально-эмоциональными. В дополнение к ожидаемому результату, состоящему в том, что высокие академические показатели связаны с благоприятными ожиданиями учителей, показано, что социально-эмоциональные характеристики также имеют положительную связь с ожиданиями, причем эффект усиливается для детей, имеющих сравнительно низкие академические показатели.
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