The complex interdependency between primary school teacher's expectation and students' achievement in mathematics

d A complex interrelationship of effects is assumed in the transfer of teachers' expectations on student achievement. Instructional processes (e.g. cognitive activation) and student perceptions as well as students' self-concept play an important role in conveying teachers' expectations on student achievement. Based on data of 509 primary school students, the present article aims to empirically examine the extent to which cognitive activation, student-perceived expectations and students' self-concept are mediators for teachers' expectations. The results show statistically significant correlations between the variables mentioned above (teachers' expectation, cognitive activation, student-perceived expectation, self-concept and mathematical achievement of students). However, the relationship between teachers' expectation and cognitive activation is negative. The studentperceived expectation turns out to be a key point in the interdependency, which is discussed with regard to the significance for teaching.