• Johanna Kaiser
  • Jan Retelsdorf
  • Anna Südkamp
  • Jens Möller
Teachers' judgments of student characteristics are affected not only by the characteristic in question, but also by other factors. This article presents three studies examining whether students' achievement influences teachers' judgments of their engagement (as a proxy for motivation) and vice versa. First, a field study was conducted with N = 52 teachers and N = 1135 students. Structural equation modeling revealed an effect of student achievement on teacher judgments of student engagement and an effect of student engagement on teacher judgments of student achievement—above and beyond the association of each student characteristic with teacher judgments of that characteristic. These results were then replicated in two experimental studies involving a computer simulation of an instructional situation, the Simulated Classroom, with N = 40 and N = 181 teacher candidates, respectively. The psychological determinants of the effects observed are discussed, as are their practical implications. [Editor]
Original languageEnglish
JournalLearning and Instruction
Volume28
Issue numberDecember 2013
Pages (from-to)73-84
Number of pages12
ISSN0959-4752
DOIs
Publication statusPublished - 2013

Bibliographical note

Received 22 November 2012
Revised 31 May 2013
Accepted 17 June 2013
Available online 10 July 2013

    Research areas

  • Research in teaching and learning - Teacher judgment, Judgment accuracy, Academic achievement, Student engagement

ID: 32437