Teacher expectation effects on perceived competence are curvilinear: positive expectations are stronger than negative ones¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i2 medium
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The relation between teachers' expectations and students' perceived competence is non-linear, with expectation effects stronger for high expectations (β = .33, p < .01) than for low ones (β = .06, ns). → 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 · i2 · associational · r2

In the same longitudinal multilevel study, standardized coefficients were computed separately at one SD above and below the mean of teacher expectations. The article reports "β = .33, p < .01" for high versus "β = .06, p = ns" for low expectations.

"Re su lts i n d icate that T EE were s tr onger for h ig h expe ctations ( β = .33, p < .01 ) than for low ones ( β = .06 , p = ns)."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

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
• Students labeled with low teacher expectations reported weaker later perceived competence in low autonomy-supportive classrooms (a correlational moderation) — related
• Teachers' early expectations predict students' later perceived competence in physical education beyond students' background characteristics — related