Appendices bij Nollet & Stienstra

The effect of teacher expectations on boys’ underperformance in reading Prior research indicates a gender gap in reading performance among primary school students in which boys underperform compared to girls. Based on theories on gender differences in teacher expectations and how low teacher expectations lead to low student reading performance, we, firstly, examined to what extent teacher expectations can explain this gender gap in reading performance. Secondly, by including theories on gender stereotype threat and stigmatization, we studied the possible ‘buffering’ effect of high teacher expectations against boys’ underperformance in reading. The 2016 Dutch PIRLS data were used to examine the mediating and moderating effect of teacher expectations on the effect of student gender on students’ actual reading performance. The conducted multilevel analyses show that, although the gender gap in reading performance indeed exists, teacher expectations do not significantly explain or buffer it. Limitations of the current research and implications for future research are discussed.

教师期望对男孩阅读成绩不佳的影响研究。前期研究表明，在小学生阅读表现方面存在性别差异，男孩的表现相较于女孩更为逊色。基于性别差异在教师期望中的理论，以及低教师期望如何导致学生阅读成绩低下，本研究首先探讨了教师期望在多大程度上能够解释这种阅读表现的性别差异。其次，结合性别刻板印象威胁和污名化理论，本研究探讨了高教师期望对男孩阅读成绩不佳的潜在“缓冲”效应。利用2016年荷兰PIRLS数据，本研究考察了教师期望在学生性别对学生实际阅读表现的影响中的中介和调节作用。进行的多层次分析显示，尽管阅读表现的性别差异确实存在，但教师期望并未显著解释或缓冲这一差异。本研究当前研究的局限性及对未来研究的启示被讨论。