Abstract

XAVIER, FLAVIA PEREIRA  and  OLIVEIRA, VALÉRIA CRISTINA DE. LEARNING, TEACHER EXPECTATIONS AND TEACHER-STUDENT RELATIONSHIP. Est. Aval. Educ. [online]. 2020, vol.31, n.76, pp.76-103.  Epub Aug 26, 2020. ISSN 1984-932X.  https://doi.org/10.18222/eae.v0ix.6487.

This article analyzes the relationships between student performance and factors that characterize classroom processes and environment by focusing on the direct and indirect effects of teachers' attitudes (perceived teacher-student relationship and teacher expectations) on primary students’ proficiency in mathematics. The empirical analysis involved the estimation of an adjusted structural equations model using data from the Estudo Longitudinal da Geração Escolar [Longitudinal Study of School Generation] (Geres) conducted in the cities of Rio de Janeiro, Belo Horizonte, Campinas, Campo Grande and Salvador from 2005 to 2008. Results indicated that i) teacher expectations have a direct effect on student performance; ii) factors related to the composition of classes affect expectations; iii) and the teacher-student relationship directly affects learning gains and is influenced by sex, age/grade lag and disciplinary climate.

Keywords : TEACHER ATTITUDES; STUDENT PERFORMANCE; TEACHER-STUDENT RELATIONSHIP; EDUCATIONAL EXPECTATIONS.

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