Students who expect to be rejected by their teachers display weaker engagement and self-concept

A study conducted with 7th-grade students in Germany explores the impact of students' expectations of teacher rejection, particularly based on background, on various academic and psychological outcomes. Preliminary findings suggest a connection between rejection expectation and students' school engagement, academic performance (grades), self-esteem, and academic self-concept. The research also investigates which student groups are more prone to these expectations and whether strong emotional teacher support can mitigate the negative effects on school engagement.

Why it matters

This research highlights a crucial link between teacher-student dynamics and student outcomes, impacting academic performance and personal development. Understanding how expectations of rejection affect engagement and self-concept is vital for fostering inclusive educational environments and improving overall educational efficacy.

Key insights

• The study investigates the construct of students' background-based rejection expectation by teachers and its relationship with school engagement.
• It examines whether students' expectation of teacher rejection correlates with school engagement, grades, self-esteem, and academic self-concept.
• The research aims to identify specific student groups that tend to expect rejection from teachers.
• An objective of the study is to determine if strong emotional teacher support can moderate the impact of rejection expectation on school engagement.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1861903