Teachers' expectations and perceived autonomy-supportive climate are uncorrelated, making climate an unlikely consequence of expectations¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i0 negligible
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 The zero-order correlation between teachers' expectations and perceived motivational climate was null (r = .02, ns), making it unlikely that classroom climate was determined by teachers' expectations. → David Trouilloud 2006

Evidence¶

David Trouilloud 2006¶

David Trouilloud, Philippe Sarrazin, Pascal Bressoux, Julien Bois. (2006). Relation between teachers’ early expectations and students’ later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. Journal of Educational Psychology, 98, 75-86. https://doi.org/10.1037/0022-0663.98.1.75

q3 · i0 · associational · r2

Secondary correlational check reported in the Limitations section of the same study, addressing the possibility that climate measured mid-year was a result of expectations. The printed r = .02 is below .10, so impact is 0.

"becaus e the zero - order co rrelat ion b etween teachers’ e xpectation s and perce i v ed moti v ation a l c l i m ate is nu l l ( r = .02, p = ns; see Ta b l e 1), it is un l i ke l y that, i n th i s stud y, c las sroom moti vat iona l c l i m ate was determ i n ed b y teac hers ’ expe ctations."

Discussion¶

Related Claims¶

• Classroom autonomy-supportive climate moderates teacher expectation effects: significant in low-autonomy-supportive classrooms but not in high ones — related
• Teacher expectation effects on perceived competence are curvilinear: positive expectations are stronger than negative ones — related
• Students labeled with low teacher expectations reported weaker later perceived competence in low autonomy-supportive classrooms (a correlational moderation) — related