Relations between teachers’ achievement, over- and underestimation, and students’ beliefs for Māori and Pākehā students

Contemporary Educational Psychology

Volumn 47, Issue , 2016, Pages 72-83

  Rubie Davies, Christine M ^a   Peterson, Elizabeth R ^b  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

^b UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

Academic competence; Goal orientation; Indigenous students; Peer support; Teacher expectations; Teacher support

Indexed keywords

EID: 84955603088     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2016.01.001     Document Type: Article

References (68)

1. Adams, H., A tortured people: The politics of colonization. 1995, Theytus Books, Penticton, BC: Canada.
2. Ali, J., McInerney, D.W., Craven, R.G., Yeung, A.S., King, R.B., Socially oriented motivational goals and academic achievement: Similarities between Native and Anglo Americans. The Journal of Educational Research 107 (2014), 123–137, 10.1080/00220671.2013.788988.
3. Arens, A.K., Bodkin-Andrews, G., Craven, R.G., Yeung, A.S., Self-concept of Indigenous and non-Indigenous Australian students: Competence and affect components and relations to achievement. Learning and Individual Differences 32 (2014), 93–103.
4. Babad, E., The social psychology of the classroom. 2009, Routledge, New York.
5. Beiser, M., Sack, W., Manson, S.M., Redshirt, R., Dion, R., Mental health and the academic performance of first nations and majority-culture children. American Journal of Orthopsychiatry 68 (1998), 455–467.
6. Bishop, R., Pathologizing the lived experiences of the indigenous Māori people of Aotearoa/New Zealand. Shields, C.M., Bishop, R., Mazawi, A.E., (eds.) Pathologizing practices: The impact of deficit thinking on education, 2005, Peter Lang, New York, NY, 55–84.
7. Bishop, R., Berryman, M., Culture speaks: Cultural relationships and classroom learning. 2006, Huia, Wellington, New Zealand.
8. Bishop, R., Berryman, M., Te Kotahitanga: Culturally responsive professional development for teachers. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, Colorado, 2010.
9. Bishop, R., Berryman, M., Cavanagh, T., Teddy, L., Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. Teaching and Teacher Education 25 (2009), 734–742.
10. Bishop, R., Berryman, M., Tiakiwai, S., Richardson, C., Te Kotahitanga: The experiences of Y9 and 10 Māori students in mainstream classrooms. 2003, Ministry of Education, Wellington www.minedu.govt.nz/goto/tekotahitanga.
11. Bodkin-Andrews, G.H., O'Rourke, V., Dillon, A., Craven, R., Yeung, A.S., Engaging the disengaged? A longitudinal analysis of the relations between indigenous and non-indigenous Australian students’ academic self-concept and disengagement. Journal of Cognitive Education and Psychology 11 (2012), 179–195, 10.1891/1945-8959.11.2.179.
12. Bodkin-Andrews, G.H., Seaton, M., Nelson, G.F., Craven, R.G., Yeung, A.S., Questioning the general self-esteem vaccine: General self-esteem, racial discrimination, and standardised achievement across indigenous and non-indigenous students. Australian Journal of Guidance & Counselling 20 (2010), 1–21.
13. Calman, R., Māori education—mātauranga—Kaupapa Māori educationTe ara—The encyclopaedia of New Zealand. http://www.TeAra.govt.nz/en/maori-education-matauranga/page-5, 2012.
14. Craven, R., Marsh, H., The challenge for counsellors: Understanding and addressing indigenous secondary students’ aspirations, self-concepts and barriers to achieving their aspirations. Australian Journal of Guidance & Counselling 14 (2004), 16–33.
15. Dandy, J., Durkin, K., Barber, B.L., Houghton, S., Academic expectations of Australian students from Aboriginal, Asian and Anglo backgrounds: Perspectives of teachers, trainee teachers and students. International Journal of Disability, Development and Education 62 (2015), 60–82.
16. Education Counts, https://www.educationcounts.govt.nz/home, 2015 Accessed 01.11.15.
17. Embretson, S.E., Reise, S.P., Item response theory for psychologists. 2000, Lawrence Erlbaum, Mahwah, NJ.
18. Fast, L.A., Lewis, J.L., Bryant, M.J., Bocian, K.A., Cardullo, R.A., Kettig, M., et al. Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?. Journal of Educational Psychology 102 (2010), 729–740.
19. Field, A., Discovering statistics using SPSS for Windows: Advanced techniques for the beginner. 2000, Sage, London, UK.
20. Greymorning, S.N., Educating Indians: A colonizing agent of the United States of America. Craven, R., Bodkin-Andrews, G., Mooney, J., (eds.) Indigenous peoples: Education and equity, 2012, Information Age Publishing, Charlotte, NC.
21. Hattie, J., Narrow the gap, fix the tail, or close the curves: The power of words. Rubie, C.M., Rawlinson, C., (eds.) Challenging thinking about teaching and learning, 2008, Nova, New York, 19–23.
22. Heinrich, L.M., Gullone, E., The clinical significance of loneliness: A literature review. Clinical Psychology Review 26 (2006), 695–718.
23. Hunn, J.K., The Hunn report. http://teaohou.natlib.govt.nz/journals/teaohou/issue/Mao34TeA/c28.html, 1960 Accessed 28.07.15.
24. Kaplan, A., Maehr, M., The contribution and prospects of goal orientation theory. Educational Psychology Review 19 (2007), 141–184.
25. King, R.B., Ganotice, F.A. Jr., Watkins, D.A., A cross-cultural analysis of achievement and social goals among Chinese and Filipino students. Social Psychology of Education 17 (2014), 439–455, 10.1007/s11218-014-9251-0.
26. King, R.B., McInerney, D.M., Watkins, D.A., Competitiveness is not that bad … at least in the East: Testing the hierarchical model of achievement motivation in the Asian setting. International Journal of Intercultural Relations 36 (2012), 446–457.
27. Ladwig, J., Analytical note: Initial results of estimating the effect of Te Kotahitanga's model of pedagogy. http://tekotahitanga.tki.org.nz/Publications, 2012 Accessed 19.11.15.
28. Liem, G.A.D., Marsh, H.W., Martin, A.J., McInerney, D.M., Yeung, A.S., The big-fish-little-pond effect and a national policy of within-school ability streaming: Alternative frames of reference. American Educational Research Journal 50 (2013), 326–370, 10.3102/0002831212464511.
29. Lillemyr, O.F., Sobstad, F., Marder, K., Flowerday, T., Indigenous and non-Indigenous primary school students’ attitudes on play, humour, learning and self-concept: A comparative perspective. European Early Childhood Education Research Journal 18 (2010), 243–267, 10.1080/13502931003784396.
30. Lock, K.J., Gibson, J.K., Explaining Māori under-achievement in standardized reading tests: The role of social and individual characteristics. Kōtuitui: New Zealand Journal of Social Sciences Online 3:1 (2008), 1–13, 10.1080/1177083X.2008.9522428.
31. Magson, N.R., Craven, R.G., Nelson, G.F., Yeung, A.S., Bodkin-Andrews, G.H., McInerney, D.W., Motivation matters: Profiling indigenous and non-indigenous students’ motivational goals. The Australian Journal of Indigenous Education 43 (2014), 96–112, 10.1017/jie.2014.19.
32. McClure, J., Meyer, L.H., Garisch, J., Fischer, R., Weir, K.F., Walkey, F.H., Students’ attributions for their best and worst marks: Do they relate to achievement?. Contemporary Educational Psychology 36 (2011), 71–81.
33. McInerney, D.M., Roche, L.A., McInerney, V., Marsh, H.W., Cultural perspectives on school motivation: The relevance and application of goal theory. American Educational Research Journal 34 (1997), 207–236.
34. McInerney, D.W., Multidimensional aspects of motivation in cross-cultural settings and ways of researching this. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, 1998.
35. McInerney, D.W., Personal investment, culture and learning: Insights into school achievement across Anglo, Aboriginal, Asian and Lebanese students in Australia. International Journal of Psychology 43 (2008), 870–879.
36. McInerney, D.W., Conceptual and methodological challenges in multiple goal research among remote and very remote indigenous Australian students. Applied Psychology: An International Review 61 (2012), 634–668, 10.1111/j.1464-0597.2012.00509.x.
37. McInerney, D.W., Cheng, R.W.-Y., Mok, M.M.C., Lam, A.K.H., Academic self-concept and learning strategies: Direction of effect on student academic achievement. Journal of Advanced Academics 23 (2012), 248–268.
38. McKown, C., Weinstein, R.S., Teacher expectations, classroom context and the achievement gap. Journal of School Psychology 46 (2008), 235–261.
39. Meissel, K., Rubie-Davies, C.M., Ethnicity and motivation in the New Zealand primary school context. in press, 2016.
40. Midgley, C., Maehr, M.L., Hruda, L.Z., Anderman, E., Anderman, L.H., Freeman, K.E., et al. Manual for the patterns of adaptive learning scales. 2000, The University of Michigan, Ann Arbor, MI.
41. Ministry of Education, Ka Hikitia—Managing for success: Māori education strategy. 2009, Ministry of Education, Wellington, New Zealand.
42. Moon, S.S., Blakey, J.M., Boyas, J., Horton, K., Kim, Y.J., The influence of parental, peer, and school factors on marijuana use among Native American adolescents. Journal of Social Service Research 40 (2014), 147–159, 10.1080/01488376.2013.865578.
43. New Zealand Qualifications Authority, http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ncea-results/, 2015 Accessed 01.11.15.
44. Pierotti, R., Indigenous knowledge, ecology, and evolutionary biology. 2011, Routledge, New York.
45. Purdie, N., McCrindle, A., Measurement of self-concept among Indigenous and non-Indigenous Australian students. Australian Journal of Psychology 56 (2004), 50–62.
46. Rampaul, W.E., Singh, M., Didyk, J., The relationship between academic achievement, self-concept, creativity and teacher expectations among Native children in a northern Manitoba school. Alberta Journal of Educational Research 30 (1984), 213–225.
47. Raudenbush, S.W., Magnitude of teacher expectancy effects on pupil IQ as a function of the credibility of expectancy induction: A synthesis of findings from 18 experiments. Journal of Educational Psychology 76 (1984), 85–97.
48. Robinson-Cimpian, J.P., Lubienski, S.T., Ganley, C.M., Teachers’ perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement. Developmental Psychology 50 (2014), 1262–1281, 10.1037/a0035073.
49. Rowe, E.W., Kim, S., Baker, J.A., Kamphaus, R.W., Horne, A.M., Student personal perception of classroom climate: Exploratory and confirmatory factor analyses. Educational and Psychological Measurement 70 (2010), 858–879.
50. Rubie-Davies, C.M., Teacher expectations and student self-perceptions: Exploring relationships. Psychology in the Schools 43 (2006), 537–552, 10.1002/pits.20169.
51. Rubie-Davies, C.M., Growing more comfortable in my own skin: Reflections on a kapa haka group experience. Whitinui, P., (eds.) Kia tangi te tītī, Permission to speak: Successful schooling for Māori students in the 21st century, 2011, NZCER Press, Wellington, New Zealand, 177–189.
52. Rubie-Davies, C.M., Becoming a high expectation teacher: Raising the bar. 2015, Routledge, London.
53. Rubie-Davies, C.M., Hattie, J., Hamilton, R., Expecting the best for New Zealand students: Teacher expectations and academic outcomes. British Journal of Educational Psychology 76 (2006), 429–444, 10.1348/000709905X53589.
54. Rubie-Davies, C.M., Peterson, E.R., Flint, A., Garrett, L., McDonald, L., Watson, P., et al. Do student beliefs differ by ethnicity? Exploring self-perceptions. The European Journal of Social & Behavioural Sciences 4 (2013), 867–874.
55. Rubie-Davies, C.M., Weinstein, R.S., Huang, F.L., Gregory, A., Cowan, P., Cowan, C., Successive teacher expectancy effects across the early school years. Journal of Applied Developmental Psychology 35 (2014), 181–191, 10.1016/j.appdev.2014.03.006.
56. Santoro, N., Outsiders’ and ‘others’: ‘Different’ teachers teaching in culturally diverse classrooms. Teachers and Teaching: Theory and Practice 13 (2007), 81–97.
57. Simon, J.A., Nga kura Māori: The native schools system 1867–1969. 1998, Auckland University Press, Auckland, New Zealand.
58. Simon, J.A., Tuhiwai-Smith, L., A civilising mission? Perceptions and representations of the native schools system. 2001, Auckland University Press, Auckland, New Zealand.
59. Smith, J.L., Cech, E., Metz, A., Huntoon, M., Giving back or giving up: Native American student experiences in science and engineering. Cultural Diversity and Ethnic Minority Psychology 20 (2014), 413–429, 10.1037/a0036945.
60. St. George, A., Teacher expectations and perceptions of Polynesian and Pākehā pupils and the relationship to classroom behaviour and school achievement. British Journal of Educational Psychology 53 (1983), 48–59.
61. Tenenbaum, H.R., Ruck, M.D., Are teachers’ expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology 99 (2007), 253–273.
62. Thorpe, K., Bell-Booth, R., Staton, S., Bonding and bridging: Transition to school and social capital formation among a community of indigenous Australian children. Journal of Community Psychology 41 (2013), 827–843.
63. Timperley, H.S., Robinson, V.M.J., Achieving school improvement through challenging and changing teachers’ schema. Journal of Educational Change 2 (2001), 281–300.
64. Turner, H., Rubie-Davies, C.M., Webber, M., Teacher expectations, ethnicity and the achievement gap. New Zealand Journal of Educational Studies 50 (2015), 1–15, 10.1007/s40841-015-0004-1.
65. Weinstein, R.S., Reaching higher: The power of expectations in schooling. 2002, Harvard University Press, Cambridge, MA.
66. Whitesell, N.R., Mitchell, C.M., Spicer, P., The Voices of Indian Teens Project Team. A longitudinal study of self-esteem, cultural identity, and academic success among American Indian adolescents. Cultural Diversity and Ethnic Minority Psychology 15 (2009), 38–50, 10.1037/a0013456.
67. Wigfield, A., Eccles, J.S., Expectancy-value theory of motivation. Contemporary Educational Psychology 25 (2000), 68–81.
68. Zohar, A., Degani, A., Vaaknin, E., Teachers’ beliefs about low-achieving students and higher order thinking. Teaching and Teacher Education 17 (2001), 469–485.