Students labeled with low teacher expectations reported weaker later perceived competence in low autonomy-supportive classrooms (a correlational moderation)¶
Claim · All claims
Evidence · 1 study · associationalr2·q2· n=421 students in 22 classes
Currency · newest study 2006 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In low autonomy-supportive classrooms, the perceived competence of students labeled with low expectations was weaker than that of students associated with high expectations and/or in a high autonomy-supportive climate (Figure 2). → Trouilloud et al. 2006
Evidence¶
Trouilloud et al. 2006¶
Trouilloud, D., Sarrazin, P., Bressoux, P., & Bois, J. (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(1), 75–86. doi:10.1037/0022-0663.98.1.75
q2 · i? · n=421 students in 22 classes · associational · r2
A one-year naturalistic longitudinal study of 421 students in 22 physical education classes, analysed with multilevel models. Classroom autonomy-supportive climate moderated the relation between teachers' early expectations and students' later perceived competence. The sentence quoted is the authors' reading of the plotted simple slopes in Figure 2, not a separately tested contrast, and no effect size is printed for it. The authors call a low autonomy-supportive climate "particularly harmful" to students labeled with low expectations, but they also state that their correlational design cannot establish whether teachers' expectations caused the changes in perceived competence, so the finding is an association, not a demonstrated harm.
"As seen in Figure 2, perceived competence of these students was weaker than the perceived competence of those associated with high expectations and/or evolving in a high autonomy-supportive climate."
"Consequently, whether observed relationships between teachers' expectations and students' perceived competence are caused by teachers' expectations cannot ultimately be determined within the context of this study."
Discussion¶
Related Claims¶
- Classroom autonomy-supportive climate moderates teacher expectation effects: significant in low-autonomy-supportive classrooms but not in high ones — related
- Teachers' expectations and perceived autonomy-supportive climate are uncorrelated, making climate an unlikely consequence of expectations — related
- Teacher expectation effects on perceived competence are curvilinear: positive expectations are stronger than negative ones — related
- Teachers' early expectations predict students' later perceived competence in physical education beyond students' background characteristics — related
- Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
low-autonomy-climate-harmful-low-expectation-students |
title |
Students labeled with low teacher expectations reported weaker later perceived competence in low autonomy-supportive classrooms (a correlational moderation) |
description |
Students labeled with low teacher expectations reported weaker later perceived competence in low autonomy-supportive classrooms (a correlational moderation) |
status |
review |
evidence_strength |
weak |
newest_evidence |
2006 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — trouilloud-et-al-2006 |
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