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

Table 4

Descriptive statistics for teacher-student interactions during individual work and bivariate and partial correlations with academic achievement and teacher expectations, across (A) and within (W) classrooms (N = 152).

	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	1.29	1.82	−0.19	−0.29	−0.25	−0.32	−0.16	−0.18
Public	0.05	0.24	−0.18	−0.17	−0.12	−0.06	0.01	0.07
Aloud	0.09	0.51	−0.22	−0.13	−0.15	−0.08	0.00	−0.00
Student initiative	1.64	1.92	−0.07	−0.11	−0.07	−0.11	−0.03	−0.05
Focus of feedback
Task	1.70	2.15	−0.23	−0.24	−0.23	−0.21	−0.10	−0.07
Process	1.20	1.69	−0.22	−0.26	−0.21	−0.27	−0.09	0.13
Metacognition	0.55	0.97	−0.13	−0.22	−0.10	−0.23	−0.01	−0.12
Self	0.76	1.17	−0.17	−0.28	−0.16	−0.27	−0.07	−0.12
Way of feedback
Directive	2.73	3.56	−0.31	−0.32	−030	−0.29	−0.13	−0.12
Facilitative	0.72	1.02	0.11	−0.05	0.12	−0.09	0.07	−0.07
Total^2	7.28	7.60	−0.24	−0.31	−0.24	−0.30	−0.11	−0.14

 < 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).