The expectation effect of a fall in divorce costs

This study examined how college-age students in beginning activity classes construct their self-perceptions of physical competence. Each class was videotaped, one class per week. During the last week of class, a perceived competence instrument was administered to the students (N = 50) and the teachers. Results indicated 50% of the students’ perceptions of their competence were congruent with the teachers’; 50% were incongruent (32% higher, 18% lower). The Revised Causal Dimension Scale, also administered at the end of the semester, indicated the predominant attribution was effort. Interviews revealed group characteristics regarding attribution for success, interpretation of feedback, and use of social comparison. Videotape analysis using the Dyadic Adaptation of CAFIAS indicated some differential treatment occurred; students whose perceptions of competence were lower than their instructor’s received more corrective feedback. It was concluded that the students interpreted themselves in the instructional context which accounted for their self-perceptions of competence; the teacher expectation effect played a role as well.

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A decade of teacher expectations research 2008–2018: Historical foundations, new developments, and future pathways

Australian Journal of Education ◽

10.1177/0004944118824420 ◽

2019 ◽

Vol 63 (1) ◽

pp. 44-73 ◽

Cited By ~ 2

Author(s):

Olivia Johnston ◽

Helen Wildy ◽

Jennifer Shand

Keyword(s):

Qualitative Research ◽

Literature Review ◽

Student Outcomes ◽

Process Model ◽

Teacher Expectations ◽

New Developments ◽

Teacher Expectation ◽

Quantitative Studies ◽

International Teacher ◽

Expectation Effect

This literature review critically synthesizes 10 years of international teacher expectations research using a simplified “expectation effect process” model. New developments in teacher expectation research are outlined, including effects of teacher expectations on students, teachers’ development of expectations, teachers’ differential treatment of students, and students’ reactions to teacher expectations. A brief overview of pre-2008 research presents the foundations of the post-2008 research using the same “expectation effect process” model. A separate section about Australian research is also included. Results of the literature review show that while qualitative research on the topic has increased from 2008 to 2018, quantitative studies still prevail and qualitative studies on the topic—particularly those which consider students’ perspectives—are rare. Hence, this article argues that the development of a more holistic, in-depth understanding of how teacher expectations affect student outcomes is possible through contextually embedded qualitative research that includes exploration of students’ reactions to teacher expectations. In this way, further understandings about how and why expectation effects vary between students could be gained.

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