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

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dc.contributor.author Davies, Christine en
dc.contributor.author Peterson, Elizabeth en
dc.date.accessioned 2017-02-16T22:55:29Z en
dc.date.issued 2016-10 en
dc.identifier.citation Contemporary Educational Psychology, October 2016, 47, 72 - 83 en
dc.identifier.issn 0361-476X en
dc.identifier.uri http://hdl.handle.net/2292/31864 en
dc.description.abstract In the New Zealand context, the indigenous Māori group achieve below their Pākehā (European) peers in most academic subjects. The gap begins early in elementary school and is evident throughout schooling. Historically, this has been of concern to researchers, educators, and policy makers because Māori are disadvantaged socially and economically. Teacher expectations are known to contribute to student achievement and, similarly, some student beliefs have been associated with achievement. The current study explored student beliefs and teacher expectations in relation to Māori (n = 127) and Pākehā (n = 523) middle school students, aged 10–14 years. Teachers were more likely to underestimate Māori and overestimate Pākehā students although this difference disappeared when school socioeconomic status was controlled. Māori students more strongly endorsed performance goals than Pākehā. Greater achievement gains over one year were found in schools in high socioeconomic areas. For Māori students, beginning-of-year achievement, school socioeconomic status, holding a performance orientation, and having low levels of peer support predicted their gains whereas for Pākehā students, only prior achievement, school socioeconomic status and being male were associated with higher end-of-year achievement. The findings are discussed in relation to the implications for Māori and Pākehā students and their schooling. The inclusion of a culturally-based intervention which focuses on improving student–teacher relationships, raising teacher efficacy for teaching Māori, and including culturally appropriate teaching methods is recommended, particularly for teachers teaching in low socioeconomic schools. Such interventions may help to increase Māori achievement and decrease the ethnic achievement gap. en
dc.language English en
dc.publisher Elsevier en
dc.relation.ispartofseries Contemporary Educational Psychology en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/0361-476X/ https://www.elsevier.com/about/company-information/policies/sharing en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/ en
dc.title Relations between teachers' achievement, over- and underestimation, and students' beliefs for Māori and Pākehā students en
dc.type Journal Article en
dc.identifier.doi 10.1016/j.cedpsych.2016.01.001 en
pubs.begin-page 72 en
pubs.volume 47 en
dc.description.version VoR - Version of Record en
pubs.author-url http://www.sciencedirect.com/science/article/pii/S0361476X16000035 en
pubs.end-page 83 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.subtype Article en
pubs.elements-id 522509 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.org-id Science en
pubs.org-id Psychology en
dc.identifier.eissn 1090-2384 en
pubs.record-created-at-source-date 2017-02-17 en
pubs.online-publication-date 2016-01-20 en


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