Teacher Expectations' and Respect for Students, Growth Mindset, Resilience and Self-esteem Impact on Academic Motivation and Aspirations (2024)
Undergraduates: Zoe White, Alberto Valido; Dorothy L. Espelage, PhD
Faculty Advisor: Dorothy Espelage
Department: Pyschology and Neuroscience, School of Education
Sources of Strength (Sources) is a peer-led high school program that has demonstrated efficacy in improving help-seeking and reducing suicidal behaviors (Espelage et al., 2023; Wyman et al., 2011). Data presented here are from the baseline survey of a program evaluation of Sources in one urban high school in North Carolina. Using structural equation modeling we examined the associations between teacher academic expectations and students' growth mindset, resilience, and self-esteem. Results indicated that teacher academic expectations was associated with higher growth mindset, student resilience, and student academic expectations. Student growth mindset was associated with higher academic expectations and academic aspirations. Student resilience was related to higher academic expectations, motivation and aspirations. Findings suggest that professional development for teachers that emphasize the development of student growth mindset, resilience and self-esteem can have a positive impact on academic outcomes.
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