Abstract

This study examines how sociocultural factors, namely gender, ethnicity, and socioeconomic status (SES) moderate the relationship between perceived teacher expectations and mathematics learning engagement. Although previous research highlights the influential role of teacher expectations in shaping student motivation, limited attention has been given to whether these effects vary across sociocultural groups in multicultural settings. This study conceptualises learning engagement as a socially situated motivational outcome shaped by how students interpret and internalise teachers’ expectations. A quantitative cross sectional survey was conducted with 549 students from public secondary schools in Selangor, Malaysia. Perceived teacher expectations and learning engagement were measured using validated instruments. Multi group structural equation modeling (SEM) and latent interaction analysis were employed to assess moderation effects across gender, ethnicity, and SES. Perceived teacher expectations strongly predicted students’ learning engagement (β = 0.524, p < .001). Ethnicity demonstrated partial moderation: the association was stronger among Indian and Bumiputera students and weaker among Chinese and those from other ethnic groups. Gender did not moderate the relationship, indicating comparable effects for male and female students. SES showed marginal moderation, suggesting a tendency toward stronger effects among low SES students, though this was not statistically definitive. Overall, while teacher expectations consistently enhance student engagement, their influence is shaped by sociocultural identity, most notably ethnicity. The findings underscore the importance of pedagogical practices that recognize cultural backgrounds and promote equity in classrooms. By situating the Teacher Expectation Effect (TEE) within a sociocultural motivational framework, this study offers context-specific insights for strengthening inclusive and intercultural education in Malaysia.