Teacher Expectation Effects on English-as-a-Foreign-Language Achievement: Student Characteristics as Moderators
Author:
Funder
Chongqing Humanities and Social Sciences Research Project
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s40299-024-00835-4.pdf
Reference57 articles.
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2. Babad, E. (2009). The social psychology of the classroom. Routledge.
3. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173.
4. Benner, A. D., Fernandez, C. C., Yang, H., & Gonzalez, C. S. (2021). Parent and teacher educational expectations and adolescents’ academic performance: Mechanisms of influence. Journal of Community Psychology, 49(1), 2679–2703. https://doi.org/10.1002/jcop.22644
5. Bernales, C. (2016). Towards a comprehensive concept of willingness to communicate: Learners’ predicted and self-reported participation in the foreign language classroom. System, 56, 1–12. https://doi.org/10.1016/j.system.2015.11.002
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