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The Journal of Experimental Education Volume 84, 2016 - Issue 3
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MOTIVATION AND SOCIAL PROCESSES

Predicting the Grades of Low-Income–Ethnic-Minority Students From Teacher-Student Discrepancies in Reported Motivation

Kristin Emilia HarveyUniversity of Texas at Austin
,
Marie-Anne SuizzoUniversity of Texas at AustinCorrespondence[email protected]
&
Karen Moran JacksonUniversity of Texas at Austin
Pages 510-528 | Published online: 20 Oct 2015

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Read on this site (3)

Amanda Taggart. (2023) The Influence of Educación on Latinx Students’ Academic Expectations and Achievement. Journal of Latinos and Education 22:4, pages 1728-1743.
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Tasha M. Childs & Nikki R. Wooten. (2023) Teacher bias matters: an integrative review of correlates, mechanisms, and consequences. Race Ethnicity and Education 26:3, pages 368-397.
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Sue Ellen Henry & Abe Feuerstein. (2021) Body Language Signals, Social Class, and Implicit Bias. Kappa Delta Pi Record 57:4, pages 151-157.
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Articles from other publishers (8)

David M. Silverman, R. Josiah Rosario, Stephanie V. Wormington, Yoi Tibbetts, Chris S. Hulleman & Mesmin Destin. (2023) Race, academic achievement and the issue of inequitable motivational payoff. Nature Human Behaviour 7:4, pages 515-528.
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David M. Silverman, Ivan A. Hernandez & Mesmin Destin. (2021) Educators’ Beliefs About Students’ Socioeconomic Backgrounds as a Pathway for Supporting Motivation. Personality and Social Psychology Bulletin 49:2, pages 215-232.
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Bridget V. Dever, Jessica Lathrop, Megan Turner, Dayna Younis & Craig D. Hochbein. (2022) The Mediational Effect of Achievement Goals in the Association Between Teacher–Student Relationships and Behavioral/Emotional Risk. School Mental Health 14:4, pages 880-890.
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Daniel Doz, Darjo Felda & Mara Cotič. (2022) Assessing Students’ Mathematical Knowledge with Fuzzy Logic. Education Sciences 12:4, pages 266.
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Kate M. Turetsky, Stacey Sinclair, Jordan G. Starck & J. Nicole Shelton. (2021) Beyond students: how teacher psychology shapes educational inequality. Trends in Cognitive Sciences 25:8, pages 697-709.
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Eddie Denessen, Annelies Keller, Linda van den Bergh & Paul van den Broek. (2020) Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement. Education Research International 2020, pages 1-8.
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Nellie Tran & Dina Birman. (2017) Acculturation and Assimilation: A Qualitative Inquiry of Teacher Expectations for Somali Bantu Refugee Students. Education and Urban Society 51:5, pages 712-736.
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By Dina Birman & Nellie Tran. (2017) When worlds collide: Academic adjustment of Somali Bantu students with limited formal education in a U.S. elementary school. International Journal of Intercultural Relations 60, pages 132-144.
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