Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Self- and Teacher Expectancy Effects on Academic Performance of College Students Enrolled in an Academic Reinforcement Program:

Self- and Teacher Expectancy Effects on Academic Performance of College Students Enrolled in an... This study investigated self- and teacher expectancy effects on the academic achievement of a group of special students. The sample consisted of 172 male and female freshmen enrolled in an academic reinforcement program. Teacher expectations were manipulated by providing lists purporting to indicate students who were likely to improve in performance. The self-expectation condition was established by sending letters to students informing them that they were likely to do well. The results indicated significant self-expectancy main effects on achievement as measured by grade point average in liberal arts courses as well as significant teacher expectancy and self-expectancy interaction effects on this same measure of achievement. Teacher expectancy differences were not significant, and those small differences that existed favored the group for whom teachers had not been given any expectancy information. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Self- and Teacher Expectancy Effects on Academic Performance of College Students Enrolled in an Academic Reinforcement Program:

Loading next page...
 
/lp/sage/self-and-teacher-expectancy-effects-on-academic-performance-of-college-u2waXclZYl

References (10)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312020004511
Publisher site
See Article on Publisher Site

Abstract

This study investigated self- and teacher expectancy effects on the academic achievement of a group of special students. The sample consisted of 172 male and female freshmen enrolled in an academic reinforcement program. Teacher expectations were manipulated by providing lists purporting to indicate students who were likely to improve in performance. The self-expectation condition was established by sending letters to students informing them that they were likely to do well. The results indicated significant self-expectancy main effects on achievement as measured by grade point average in liberal arts courses as well as significant teacher expectancy and self-expectancy interaction effects on this same measure of achievement. Teacher expectancy differences were not significant, and those small differences that existed favored the group for whom teachers had not been given any expectancy information.

Journal

American Educational Research JournalSAGE

Published: Jun 24, 2016

There are no references for this article.