Lisette Hornstra

TL;DR: In this paper, the authors examined whether the prejudiced attitudes of teachers relate to their expectations and the academic achievement of their students and found that the implicit measure of teacher prejudiced attitude, however, was found to explain differing ethnic achievement gap sizes across classrooms via teacher expectations.

TL;DR: Results show implicit attitude measures to be a more valuable predictor of the achievement of students with dyslexia than explicit, self-report attitude measures.

TL;DR: In this paper, the importance of teachers in relation to the emotions students experience in class was highlighted, arguing that the specific relationship that evolves between teachers and students drives students' emotional experiences.

TL;DR: In this paper, the authors focused on how different aspects of students' motivation develop from grade three to six of primary school and how these developments differ for boys and girls, and students with different ethnic or social backgrounds.

TL;DR: In this article, the authors explored how teachers' personal beliefs and contextual factors relate to their self-reported autonomy-supportive or controlling motivational strategies, and two clusters of teachers were distinguished: teachers who mainly reported autonomy supportive strategies and teachers that mainly reported controlling motivating strategies.