IDEAS home Printed from https://ideas.repec.org/a/spr/qualqt/v53y2019i1d10.1007_s11135-018-0723-8.html
   My bibliography  Save this article

Teachers’ stereotypes about secondary school students: the case of Germany

Author

Listed:
  • Daria Nolkemper

    (Brandenburg Medical School)

  • Hasan Aydin

    (Florida Gulf Coast University)

  • Michel Knigge

    (University of Potsdam)

Abstract

Results of previous research about Pygmalion effects have demonstrated that teachers adapt their behavior towards their students according to their expectations of students. Inaccurate expectations of teachers’ behavior can lead to self-fulfilling prophecies regarding student and teacher performances. As this effect has been shown mostly for the individual level not much is known on the level of the group. Looking at the collective level school tracks play an important role in secondary education in some countries, e.g. Germany. The purpose of this study was to investigate how stereotypes held by teachers about their school tracks are related to the expectation-effects on the collective level and whether any connection exists with respect to the self-efficacy of teachers and their attributional style. Data were collected from 317 (213 females and 104 males) school teachers in Germany using a written-survey method. Results indicated that the performance and abilities of people at the highest school track were regarded positively. The self-efficacy of teachers at the highest school track had a statistical correlation with the consideration of the performance and talents of their students. The self-efficacy of teachers of the lower school track and of vocational schools had statistical connections to the consideration of the social behavior of their students. Results also showed that teachers attribute their students’ failures primarily to a lack of students’ effort.

Suggested Citation

  • Daria Nolkemper & Hasan Aydin & Michel Knigge, 2019. "Teachers’ stereotypes about secondary school students: the case of Germany," Quality & Quantity: International Journal of Methodology, Springer, vol. 53(1), pages 69-89, January.
    • Handle: RePEc:spr:qualqt:v:53:y:2019:i:1:d:10.1007_s11135-018-0723-8
    DOI: 10.1007/s11135-018-0723-8
    as

    Download full text from publisher

    File URL: http://link.springer.com/10.1007/s11135-018-0723-8
    File Function: Abstract
    Download Restriction: Access to the full text of the articles in this series is restricted.
    File URL: https://libkey.io/10.1007/s11135-018-0723-8?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Francisco Martínez & Salomé Martínez & Alejandra Mizala, 2015. "Pre-service Elementary School Teachers’ Expectations about Student Performance: How their Beliefs are affected by their Mathematics Anxiety and Student’s Gender," Documentos de Trabajo 310, Centro de Economía Aplicada, Universidad de Chile.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Ramón García-Perales & Ascensión Palomares-Ruiz, 2020. "Education in Programming and Mathematical Learning: Functionality of a Programming Language in Educational Processes," Sustainability, MDPI, vol. 12(23), pages 1-15, December.
    2. Alice Bertoletti & Marta Cannistrà & Melisa Diaz Lema & Chiara Masci & Anna Mergoni & Lidia Rossi & Mara Soncin, 2023. "The Determinants of Mathematics Achievement: A Gender Perspective Using Multilevel Random Forest," Economies, MDPI, vol. 11(2), pages 1-20, January.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:spr:qualqt:v:53:y:2019:i:1:d:10.1007_s11135-018-0723-8. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Sonal Shukla or Springer Nature Abstracting and Indexing (email available below). General contact details of provider: http://www.springer.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.