Contrary to hypotheses, preschoolers with more behavior problems were perceived by teachers as having significantly better pre-academic abilities than they actually had¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Behavior problems were associated with teacher overestimation rather than the hypothesized underestimation of pre-academic skill. → Baker Courtney N. 2015
Evidence¶
Baker Courtney N. 2015¶
Baker Courtney N., Tichovolsky Marianne H., Kupersmidt Janis B., Voegler-Lee Mary Ellen, Arnold David H. (2015). Teacher (Mis)Perceptions of Preschoolers' Academic Skills: Predictors and Associations With Longitudinal Outcomes. Journal of Educational Psychology. https://doi.org/10.1037/edu0000008
q3 · i? · associational · r2
Cross-sectional HLM analysis controlling for objective fall skill; behavior problems measured with the IOWA Conners oppositional subscale (αoppositional = .87). The finding ran counter to prior research the authors cite.
"Contrary to hypotheses, preschoolers with more behavior problems were perceived by teachers to have significantly stronger pre-academic abilities than they actually had."
Discussion¶
Related Claims¶
- Preschool teachers both over- and underestimate children's pre-academic abilities relative to objective assessment, with substantial numbers of children discrepant in each direction — related
- Even controlling for actual skill, older children, children with stronger social skills, and children with fewer inattentive symptoms were perceived as more academically able by preschool teachers — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
behavior-problems-perception-overestimation |
title |
Contrary to hypotheses, preschoolers with more behavior problems were perceived by teachers as having significantly better pre-academic abilities than they actually had |
description |
Contrary to hypotheses, preschoolers with more behavior problems were perceived by teachers as having significantly better pre-academic abilities than they actually had |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — baker-courtney-n-2015 |
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