Influence of track placement and teachers' perceptions of children's academic schoolwork skills on the development of children's motivational self-beliefs and achievement




Koivuhovi, Satu; Jung, Alexander; Kilpi-Jakonen, Elina; Little, Todd D.; Vainikainen, Mari-Pauliina

PublisherElsevier BV

2025

Teaching and Teacher Education

Teaching and Teacher Education

104847

153

0742-051X

1879-2480

DOIhttps://doi.org/10.1016/j.tate.2024.104847(external)

http://dx.doi.org/10.1016/j.tate.2024.104847(external)

https://research.utu.fi/converis/portal/detail/Publication/470949504(external)



In this study, we analyzed longitudinal data from 1065 Finnish elementary school students to examine how teachers' perceptions of students' academic schoolwork skills and track placement influence children's motivational self-beliefs and achievement. Our findings indicate, that teachers' perceptions of students, which varied notably based on the students' gender, their mothers' education level, and their class types, significantly affected children's motivation and achievement. Teachers viewed girls, children of more educated mothers, and students in classes with a special emphasis more positively. Moreover, studying in a class with a special emphasis was associated with more positive developments in achievement and ability beliefs.

Last updated on 2025-27-01 at 19:28