[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-81175-en":3,"doc-seo-81175-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},81175,1099513958762,"Logic","https://ap-avatar.wpscdn.com/avatar/1000023916a998db790?x-image-process=image/resize,m_fixed,w_180,h_180&k=1782109480056885918",8,"Research & Report","Teacher Expectations and Perceived Teacher Involvement Anticipate Changes in Latino/a Middle School Students’ Expectations of Math Success","Middle school mathematics success expectations often decline during early adolescence, particularly for Latino/a students. The study tests whether teachers’ expectations and the perceived quality of teacher involvement in the student–teacher relationship help explain these declines. Surveys completed by 201 Latino/a students and their teachers at the start and end of 6th grade show that higher teacher expectations and higher student reports of teacher involvement predict increases in student expectations, though teacher effects are limited to students with above-average math ability.","Educational Psychology  \nAn International Journal of Experimental Educational Psychology  \nISSN: (Print) (Online) Journal homepage: [https://www.tandfonline.com/loi/cedp20](https://www.tandfonline.com/loi/cedp20)  \nTeacher expectations and perceived teacher involvement anticipate changes in Latino/a middle school students’ expectations of math success  \nOlivia M. Valdes , Jill Denner , Daniel J. Dickson & Brett Laursen  \nTo cite this article: Olivia M. Valdes , Jill Denner , Daniel J. Dickson & Brett Laursen (2020): Teacher expectations and perceived teacher involvement anticipate changes in Latino/ a middle school students’ expectations of math success, Educational Psychology, DOI:  \n10. 1080/01443410 .2020.1837345  \nTo link to this article: [https://doi.org/10.1080/01443410.2020.1837345](https://doi.org/10.1080/01443410.2020.1837345)  \n Published online: 10 Nov 2020.  \n\n|  Submit your article to this journal  |\n| --- |\n|  Article views: 26 |\n|  View related articles  |\n|  View Crossmark data |\n\nFull Terms & Conditions of access and use can be found at [https://www.tandfonline.com/action/journalInformation?journalCode=cedp20](https://www.tandfonline.com/action/journalInformation?journalCode=cedp20)  \nEDUCATIONAL PSYCHOLOGY  \n[https://doi.org/10.1080/01443410.2020.1837345](https://doi.org/10.1080/01443410.2020.1837345)  \nTeacher expectations and perceived teacher involvement anticipate changes in Latino/a middle school students’expectations of math success  \nOlivia M. Valdesa , Jill Dennerb , Daniel J. Dicksonc and Brett Laursena aDepartment of Psychology, Florida Atlantic University Boca Raton, FL, USA; bETR Associates, Scotts Valley, CA, USA; cDepartment of Psychology, Concordia University, Montreal, Quebec, Canada  \nABSTRACT  \nStrong evidence indicates that student expectations of success in mathematics decline in middle school. The goal of the present study was to examine whether the expectations of teachers and the quality of the student-teacher relationship play a role in these declines. A total of 201 (86 boys, 115 girls) Latino/a students (M ¼ 11.0years) and their teachers completed surveys at the beginning and end of the 6th grade, describing expectations of the student’s success in mathematics and perceptions of teacher involvement with the student. Higher teacher expectations of mathematics success and higher student reports of teacher involvement anticipated greater increases in student expectations of success; the former (but not the latter), was limited to students with above average mathematics abilities.  \nARTICLE HISTORY  \nReceived 31 May 2019 Accepted 12 October 2020  \nKEYWORDS  \nMathematics; middle school; Hispanic/Latino; teacher involvement; expectations of success  \nLatinos are the largest minority group in the United States, comprising over 18% of the population (Flores et al., 2019) . Many schools in the United States have Latino/a majority populations. Scholars have identified a persistent achievement gap between Latino students and their white counterparts, with multiple surveys indicating that Latinos score below their middle school peers on national mathematics assessments (Aud et al., 2011) . For instance, in 2017, The National Assessment of Educational Progress (NAEP) found a 24-point gap between white and Latino/a 8th grade students’mathematics assessment scores (scale ranges from 0 to 500; “Nations Center for Education Statistics (NCES)”, n.d.) . The mathematics achievement gap represents a growing concern, because mathematics deficits are one of the most important factors that limit future academic success (Duncan & Magnuson, 2011) . Student expectations have been offered as one explanation for diminished mathematics achievement (Bohon et al., 2006); expectations of success are lower among Latinos than among other major racial-ethnic groups in the United States (Bohon et al., 2006; Kao & Tienda, 1998) . The problem becomes especially acute during early adolescence, when average levels of succes","cbCaiuZJ22OP7jC3","https://ap.wps.com/l/cbCaiuZJ22OP7jC3","pdf",2045805,4,1,21,"English","en",105,"# Abstract\n# Article context and background\n## Achievement gap and expectation decline\n## Role of student expectations and self-concept\n# Teacher expectations of mathematics success\n## Expectancy-value theory and mechanisms\n## How expectations are communicated","[{\"question\":\"What does the study aim to explain about Latino/a middle school students?\",\"answer\":\"It examines why expectations of mathematics success decline during middle school and whether teachers’ expectations and perceived teacher involvement contribute to that change.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"201 Latino/a students and their teachers completed surveys at the beginning and end of 6th grade, measuring students’ expectations of math success and perceptions of teacher involvement.\"},{\"question\":\"What predicts changes in students’ expectations of math success?\",\"answer\":\"Higher teacher expectations and higher student reports of teacher involvement both anticipate greater increases in students’ expectations; however, the teacher expectation effect applies only to students with above-average mathematics abilities.\"}]",1784149505,53,{"code":4,"msg":31,"data":32},"ok",{"site_id":25,"language":24,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"teacher-expectations-and-perceived-teacher-involvement-anticipate-changes-in-latinoa-middle-school-students-expectations-of-math-success","",{"@graph":36,"@context":85},[37,53,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":20},"https://docshare.wps.com/document/teacher-expectations-and-perceived-teacher-involvement-anticipate-changes-in-latinoa-middle-school-students-expectations-of-math-success/81175/",{"url":52,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":24,"description":14,"dateModified":61,"datePublished":62,"encodingFormat":60,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-07-22","2026-07-15",true,{"@type":65,"interactionType":66,"userInteractionCount":20},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What does the study aim to explain about Latino/a middle school students?","Question",{"text":75,"@type":76},"It examines why expectations of mathematics success decline during middle school and whether teachers’ expectations and perceived teacher involvement contribute to that change.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"How was the study conducted?",{"text":80,"@type":76},"201 Latino/a students and their teachers completed surveys at the beginning and end of 6th grade, measuring students’ expectations of math success and perceptions of teacher involvement.",{"name":82,"@type":73,"acceptedAnswer":83},"What predicts changes in students’ expectations of math success?",{"text":84,"@type":76},"Higher teacher expectations and higher student reports of teacher involvement both anticipate greater increases in students’ expectations; 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