High Educational Expectations and Low Achievement: Stability of Educational Goals Across Adolescence

By Jerry Trusty. 2000

168 citations recorded by the source corpus.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/89b03db3518736d82e95a73e334ff702eb3f6edb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Weihua Fan
2. R. Seginer
3. G. Ingersoll
4. C. Y. Peng
5. Wenfan Yan
6. Kulwinder Singh
7. Ad A. Vermulst
8. K. Lee

In Safety Research

1. G. Ingersoll
2. C. Y. Peng
3. Wenfan Yan
4. Kulwinder Singh
5. R. Seginer
6. Ad A. Vermulst
7. K. Lee
8. Joshua M. Smyth

Citations in the corpus

• An Introduction to Logistic Regression Analysis and Reporting (2002, methodology): “Of those five, three (Meisels & Liaw, 1993; Smith, 1997; Trusty, 2000) did not include intercepts in the logistic model.”
• Social influences, school motivation and gender differences: an application of the expectancy‐value theory (2011, background): “Consistent with prior research attesting the positive links between ability beliefs and educational expectancy (Bandura et al., 2001; Trusty, 2000), the results of the present study provided additional empirical support for these relations in the population of early high school adolescents.”
• Not Just Any Path: Implications of Identity-Based Motivation for Disparities in School Outcomes. (2013, background): “%) eighth graders expect that they will attend college, regardless of their current academic success or whether they are taking college-preparatory coursework (Mello, 2009; Trusty, 2000).”
• Study of Achievement Motivation in Relation to Academic Achievement of Students (2011, background): “These relate to goal value of the different types of goals-learning goals, performance goals (Trusty, 2000), task or ego-involved goals, mastery goals (Smith, 1991) and to the role of beliefs in expectations of success.”
• great expeCtatIons: the BIasIng eFFeCts oF reported ChIld BehaVIor proBlems on eduCatIonal expeCtanCIes and suBsequent aCademIC aChIeVement (2009, background): “…linked to educational expectancies (e.g., astone & mclanahan, 1991; englund et al., 2004; hao & Bonstead-Bruns, 1998; muijs, 1997; trusty, 1998; trusty, 2000). high-ses parents have more education than low-ses parents, which is linked to higher educational expectations for children (hao &…”
• Parent Involvement and Mathematics Achievement: Contrast Across Racial and Ethnic Groups (2005, methodology): “For example, based on Bandura’s (1977) self-efficacy theory, Trusty (2000) used 6-year longitudinal data from NELS:88 to find in his study of stability-of-education goals that parents’ aspirations and efficacy influence their teenagers’ academic self-efficacy, which, in turn, affects the teenagers’…”
• Family Environment, Educational Aspirations, and Academic Achievement in Two Cultural Settings (2002, background): “…and (b) research focusing on the relationship between the academic self (conceptualized as self-concept, self-competence, self-efficacy, or educational aspirations) and academic achievement (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996; Harter, 1982; Saha, 1994; Seginer, 1980; Trusty, 1999).”