Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement

Table 3

Descriptive statistics for teacher-student interactions during whole class teaching and bivariate and partial correlations with academic achievement and teacher expectations, across (A) and within (W) classrooms (N = 151).

	Descriptives		Correlations
	M	SD	Academic achievement		Teacher expectations		Partial (expectations, controlling for achievement)
			A^1	W^1	A	W	A	W
Type of turns
Direct	1.56	1.70	−0.13	−0.18	−0.23	−0.24	−0.19	−0.16
Public	1.66	1.53	−0.06	−0.13	−0.16	−0.18	−0.16	−0.13
Aloud	0.28	0.71	0.02	0.06	0.07	0.13	0.09	0.11
Student initiative	0.15	0.46	−0.02	−0.03	−0.08	−0.09	−0.08	−0.09
Focus of feedback
Task	2.44	2.20	−0.13	−0.17	−0.24	−0.22	−0.20	−0.14
Process	1.03	1.32	−0.08	−0.06	−0.13	0.12	−0.10	−0.11
Metacognition	0.15	0.42	0.01	−0.06	0.03	−0.04	0.03	0.01
Self	0.94	1.21	−0.18	−0.11	−0.16	−0.16	−0.06	−0.12
Way of feedback
Directive	3.10	2.91	−0.16	−0.17	−0.26	−0.22	−0.21	−0.14
Facilitative	0.52	0.95	0.07	0.03	0.09	−0.01	0.06	−0.04
Total^2	8.21	6.72	−0.13	−0.16	−0.22	−0.22	−0.18	−0.15

 < 0.05,  < 0.01. Notes: (1) A = across classrooms, W = within classrooms; (2) total number of interactions is the sum of turns and feedback interactions (focus).