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Effects of Diagnostic Labels for Students With Learning Problems on Teachers' Stereotypes and Performance Expectations.

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Title: Effects of Diagnostic Labels for Students With Learning Problems on Teachers' Stereotypes and Performance Expectations.
Authors: Kashikar, Linda (AUTHOR), Lüke, Timo (AUTHOR), Grosche, Michael (AUTHOR)
Source: Journal of Learning Disabilities. Jan2026, Vol. 59 Issue 1, p37-54. 18p.
Subjects: Psychology of teachers, Stereotypes, Data analysis, Statistical sampling, Questionnaires, Logistic regression analysis, Students with disabilities, Attitudes toward disabilities, Randomized controlled trials, Chi-squared test, Descriptive statistics, Experimental design, College teacher attitudes, Academic achievement, Analysis of variance, Statistics, Mathematical models, Special education, Comparative studies, Data analysis software, Theory, Learning disabilities, Psychosocial factors, Social stigma
Geographic Terms: Germany
Abstract: Labeling students with learning problems may change teachers' evaluations of them. Our study examined whether the "Special Learning Needs" (SLN) and "Learning Disability" (LD) labels influenced teachers' beliefs that the diagnosis was correct and activated a low-competence stereotype. We examined whether this stereotype lowered teachers' performance expectations and teaching intentions. A sample of 413 German general and special education teachers were randomly assigned to the control (no label) or one of the experimental groups (SLN/LD label). All teachers read the description of a fictitious student with learning problems. Only in the experimental groups was the student labeled with an LD or SLN. Results showed that both labels increased teachers' acceptance of the diagnosis as accurate. However, the labels did not change teachers' stereotypes of the fictitious student. The LD label lowered some of teachers' long-term performance expectations, resulting in more track recommendations to a special school. Unexpectedly, the SLN label increased the intention to foster the student's academic performance. Some performance expectations of special education teachers were lower than those of general education teachers, which did not manifest in different teaching intentions. The findings are discussed in the context of the Dilemma of Difference. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Learning Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Effects of Diagnostic Labels for Students With Learning Problems on Teachers' Stereotypes and Performance Expectations.
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  Data: <searchLink fieldCode="AR" term="%22Kashikar%2C+Linda%22">Kashikar, Linda</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lüke%2C+Timo%22">Lüke, Timo</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Grosche%2C+Michael%22">Grosche, Michael</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Learning+Disabilities%22">Journal of Learning Disabilities</searchLink>. Jan2026, Vol. 59 Issue 1, p37-54. 18p.
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– Name: Abstract
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  Data: Labeling students with learning problems may change teachers' evaluations of them. Our study examined whether the "Special Learning Needs" (SLN) and "Learning Disability" (LD) labels influenced teachers' beliefs that the diagnosis was correct and activated a low-competence stereotype. We examined whether this stereotype lowered teachers' performance expectations and teaching intentions. A sample of 413 German general and special education teachers were randomly assigned to the control (no label) or one of the experimental groups (SLN/LD label). All teachers read the description of a fictitious student with learning problems. Only in the experimental groups was the student labeled with an LD or SLN. Results showed that both labels increased teachers' acceptance of the diagnosis as accurate. However, the labels did not change teachers' stereotypes of the fictitious student. The LD label lowered some of teachers' long-term performance expectations, resulting in more track recommendations to a special school. Unexpectedly, the SLN label increased the intention to foster the student's academic performance. Some performance expectations of special education teachers were lower than those of general education teachers, which did not manifest in different teaching intentions. The findings are discussed in the context of the Dilemma of Difference. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Journal of Learning Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=189932662
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/00222194251315187
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 37
    Subjects:
      – SubjectFull: Psychology of teachers
        Type: general
      – SubjectFull: Stereotypes
        Type: general
      – SubjectFull: Data analysis
        Type: general
      – SubjectFull: Statistical sampling
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Logistic regression analysis
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Attitudes toward disabilities
        Type: general
      – SubjectFull: Randomized controlled trials
        Type: general
      – SubjectFull: Chi-squared test
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Experimental design
        Type: general
      – SubjectFull: College teacher attitudes
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Analysis of variance
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Mathematical models
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Theory
        Type: general
      – SubjectFull: Learning disabilities
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
      – SubjectFull: Social stigma
        Type: general
      – SubjectFull: Germany
        Type: general
    Titles:
      – TitleFull: Effects of Diagnostic Labels for Students With Learning Problems on Teachers' Stereotypes and Performance Expectations.
        Type: main
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            NameFull: Kashikar, Linda
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            NameFull: Lüke, Timo
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            NameFull: Grosche, Michael
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          Dates:
            – D: 01
              M: 01
              Text: Jan2026
              Type: published
              Y: 2026
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              Value: 59
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            – TitleFull: Journal of Learning Disabilities
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