Teachers' early expectations predict students' later perceived competence in physical education beyond students' background characteristics¶
Claim · All claims
Evidence · 1 study · associationalr2·q3·i1small
Currency · newest study 2006 · not yet checked against its sources · 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.
q3 i1 Teachers' early expectations significantly predicted students' end-of-year perceived competence after controlling for initial perceived competence, gender and age (β = .16, p < .01). → 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 · i1 · associational · r2
One-year longitudinal multilevel study of 421 students and 22 teachers in 10 French junior high schools; hierarchical linear models predicted end-of-year perceived competence. The article reports "β = .16, p < .01" for the teacher-expectations predictor in the base model.
"the teachers’ e xpectation s var i a b l e s i g n i f i ca nt l y pred icted students’ l ater percei ved co mpetence ( β = .16, p < .01) , eve n a fter con tr ol l i n g for students’ i n it i a l perce i v ed co mpetenc e, gender and age."
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
- Students labeled with low teacher expectations reported weaker later perceived competence in low autonomy-supportive classrooms (a correlational moderation) — related
- Teacher expectation effects on perceived competence are curvilinear: positive expectations are stronger than negative ones — related
- The on-track–graduation relationship remains strong after accounting for student background characteristics — related
- Kindergarten visual processing uniquely predicts grade-one early mathematics after controlling for prior mathematics and general cognitive abilities — related
- Changes in mathematics self-concept and interest are independent of prior achievement and do not predict later achievement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-expectations-predict-later-perceived-competence-pe |
title |
Teachers' early expectations predict students' later perceived competence in physical education beyond students' background characteristics |
description |
Teachers' early expectations predict students' later perceived competence in physical education beyond students' background characteristics |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2006 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — david-trouilloud-2006 |
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