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Teachers' attitudes and students' opposition. School misconduct as a reaction to teachers' diminished effort and affect
ARTICLE

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TATE Volume 28, Number 6, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Recent decades have seen many studies dealing with the effects of teacher expectations. While most have focused on students' cognitive outcomes, we relate teacher expectations to student deviancy. We expect low expectations to be associated with students' feelings of futility and less teacher support, which, according to respectively strain theory and social control theory, give rise to misconduct. Multilevel analyses of data (2004–2005) from 11,844 students and 2104 teachers in 84 Flemish secondary schools suggest that, in schools where teacher expectations are low, students report less perceived teacher support, which is associated with higher rates of self-reported school misconduct.

Citation

Demanet, J. & Van Houtte, M. (2012). Teachers' attitudes and students' opposition. School misconduct as a reaction to teachers' diminished effort and affect. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 860-869. Elsevier Ltd. Retrieved February 18, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.03.008

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