Influence of track placement and teachers' perceptions of children's academic schoolwork skills on the development of children's motivational self-beliefs and achievement

In this study, we analyzed longitudinal data from 1065 Finnish elementary school students to examine how teachers' perceptions of students' academic schoolwork skills and track placement influence children's motivational self-beliefs and achievement. Our findings indicate, that teachers' perceptions of students, which varied notably based on the students' gender, their mothers' education level, and their class types, significantly affected children's motivation and achievement. Teachers viewed girls, children of more educated mothers, and students in classes with a special emphasis more positively. Moreover, studying in a class with a special emphasis was associated with more positive developments in achievement and ability beliefs. • Teacher's perceptions of children shape children's motivational self-appraisals. • Techer perceptions varied by student gender, maternal education and class type. • Teachers perceived girls' academic schoolwork skills more positively than those of boys. • Children in emphasized classes were perceived more positively by teachers even when controlling for achievement. • Children in emphasized classes showed greater achievement and ability belief improvements than others.