Home
About Us
UI Blog
Contact Us
Clipboard & History
Search history (0)
Clipboard (0)
searchable interface
Affiliation
All Fields
Author
Author - First
Author - Identifier
Author - Last
Book
Conflict of Interest Statements
Editor
Issue
Journal
Language
MeSH Terms
Pagination
Publication Type
Publication Year
Publisher
Title
Title/Abstract
Transliterated Title
Volume
Find
Please fill out this field.
Display options
Format
Abstract
PubMed
PMID
Save
Email
Cite
Cite
AMA
Reynolds A.J., Gill S.. Educational Expectations and School Achievement of Urban African American Children. 1999;37:403-424
APA
Reynolds A.J., & Gill S. (1999). Educational Expectations and School Achievement of Urban African American Children.
Journal of School Psychology
, 37403-424.
MLA
Reynolds A.J., and Gill S.. "Educational Expectations and School Achievement of Urban African American Children."
Journal of School Psychology
vol. 37 (1999): 403-424.
NLM
Reynolds A.J., Gill S.. Educational Expectations and School Achievement of Urban African American Children. 1999;37:403-424. UIID-AC: 78.
Copy
Download .nbib
Format:
NLM
AMA
APA
MLA
NLM
Send to
Clipboard
My Bibliography
Collections
Citation Manager
Share it on
Link
Direct link
Direct link
Full text links
1999;37:403-424.
Educational Expectations and School Achievement of Urban African American Children.
Journal of School Psychology
Reynolds A.J.
,
Gill S.
UIID-AC: 78
Abstract
The mechanisms used to convey parents' and teachers' educational expectations for the academic achievement of low-income African American children were explored using data from the Chicago Longitudinal Study. A total of 712 children were studied. A model of mediated effects was used to test the processes of influ-ence from parents' and teachers' expectations to sixth-grade outcomes. Children's perceptions of expectations were hypothesized to mediate the effect of expectations to school outcomes. Study findings revealed that these perceptions only partially mediated the effects of expectations to sixth-grade reading and math outcomes, yet added unique independent variance to these outcomes. Prior achievement emerged as a powerful mediator of the effects of early educational intervention and sociodemographic variables to sixth-grade outcomes. These findings suggest a need to further investigate the processes of communicating parent and teacher expectations. © 2000 Society for the Study of School Psychology. Published by Elsevier Science Ltd.
Publication Types
Journal Article
Save results to a file
No records selected. Please select records to continue.
Format
Summary (text)
PubMed
PMID
Abstract (text)
CSV
Email results
Only first 240 records will be saved in your file.
No records selected. Please select records to continue.
Email subject
UIINDEX - UIID-AC: 78
Send email to
Format
Summary
Summary (text)
Abstract
Abstract (text)
Captcha
Citation copied successfully.