Linking Black Middle School Students' Perceptions of Teachers' Expectations to Academic Engagement and Efficacy.

By Kenneth M. Tyler, Christina M. Boelter. 2008

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Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach (2013, background): “Previous research has established that self-efficacy is a predictor of academic achievement (Bandura, 1997; Edman & Brazil, 2007; Gore, 2006; Hsieh et al. 2007; Tyler & Boelter, 2008) and influences academic motivation and learning (Adeyemo, 2007; Pajares, 1996).”
The impact of teacher -student interaction on student motivation and achievement (2009, background): “According to Tyler and Boelter (2008), positive teacher expectations were associated with high academic performance or academic gains; whereas negative teacher expectations resulted in decrease in academic performance.”
Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature (2013, background): “; G Tyler & Boelter (2008) SP: Expectations; e.g.: “My teacher gives me enough time to think before I give an answer”.”