The Mediating Role of Teacher and Student Academic Behaviors in Explaining Relations between Teacher Expectations and Academic Performance: Implications for Classroom Instruction
Abstract
This study examined the role of teacher and student academic behaviors as mediators of the effect of teacher expectations on academic performance. Data pertaining to these variables were obtained from 28 students (16 high ability and 12 low ability students) and one mathematics teacher in Bahir Dar preparatory school. Teacher expectations, teacher behavior, and student academic behavior were measured using scales, and academic performance was assessed in terms of students’ average score in mathematics. Analysis involving multiple regressions suggested that teacher expectations did not independently contribute to academic performance. However, teacher expectations appeared to have an effect on students’ academic performance indirectly via their significant relations with teacher and students’ academic behaviors. The estimated path model confirmed that the effect of teacher expectations become greater as they operate indirectly through teacher and academic behaviors.
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References
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Cooper, H., and Good, T. (1983). Pygmalion Grows up: Studies in the Expectation Communication Process. New York: Longman Press. Dembo, M. (1994). Applying Educational Psychology (5th Ed.). New York: Longman Publishing Group. Elashoff, J., and Snow, R. (1971). Pygmalion Reconsidered. Worthington, OH: Jones. Fisher, C. et al. (1978). Teaching Behaviors, Academic Learning Time, and Student Achievement. Final Report of Phase III-B, Beginning Teacher Evaluation Study. San Francisco: Far West Laboratory for Educational Research and Development. Gibson, S., and Dembo, M. (1984). Teacher Efficacy: A Construct Validation. Journal of Educational Psychology, 76, 569-582. Goldenberg, C. (1992). The Limits of Expectations: A Case for Knowledge about Teacher Expectancy Effects. American Educational Research Journal, 29, 517-544. Good, T. and Brophy, J. (1978). Looking in Classrooms (2nd Ed.) New York: Harper and Row. Good, T. and Brophy, J. (1984). Teacher Expectations. New York: Harper and Row. Good, T. and Brophy, J. (1987). Looking in Classrooms (4th ed.). New York: Harper and Row. Good, T. (1987). Two Decades of Research on Teacher Expectations: Findings and Future Directions. Journal of Teacher Education, 38, 32-47.
Hall, V., and Merkel, S. (1985). Teacher Expectancy Effects and Educational Psychology. In Dusek, J. (Ed.) Teacher Expectancies. Hillsdale, NJ: Erlbaum and Associates. Harter, S. (1981). A New Self-report Scale of Intrinsic Versus Extrinsic Orientation in the Classroom: Motivational and Informational Components. Developmental Psychology, 17, 300-312. Jamieson, D., Lydon, J., Stewart, G., and Zanna, M. (1987). Pygmalion Revisited: New Evidence for Student Expectancy Effects in the Classroom. Journal of Educational Psychology, 79, 461-466. Marshall, H., and Weinstein, R. (1984). Classroom Factors Affecting Students’ Self-evaluations: An Interaction Model. Review of Educational Research, 54, 301-325. Meyer, W. (1985). Summary, Integration, and Perspective. In Dusek, J. (Ed.), Teacher Expectancies. Hillsdale, NJ: Lawrence Erlbauw Associates Publishers. Raudenbush, S. (1984). Magnitude of Teacher Expectancy Effects on Pupil IQ as a Function of the Credibility Expectancy Induction: A Synthesis of Findings from 18 Experiments. Journal of Educational Psychology, 76, 85-97. Reda, D. (2002). The Role of Students’ Attentiveness and Teachers’ Preferences for Students in Explaining Relations between Social Behavior and Academic Achievement. The Ethiopia Journal of Education, XXII (1):34-58. Rosenthal, R. (1985). From Unconscious Experimenter bias to Teacher Expectancy Effects. In Dusek, J. (Ed.), Teacher expectancies. Hillsdale, NJ: Erlbaum and Associates.
Resenthal, R., and Jacobson, L. (1968). Pygmalion in the Classroom: Teacher Expectation and Pupils’ Intellectual Development. New York: Holt, Rinehart, and Winston. Sahw, M., and Wright J. (1967). Scales of the Measurement of Attitudes. New York: McGraw-Hill Company. Weinstein, R., Madision, S., and Kuklinski, M. (1995). Raising Expectations in Schooling: Obstacles and Opportunities for Change. American Educational Research Journal, 32(1):121-159. Wentzel, K. (1993). Does being Good Make the Grade? Social Behavior and Academic Competence in Middle School. Journal of Educational Psychology, 85, 375-364. Wineburg, S. (1987). The Self-fulfillment of the Self-fulfilling Prophecy. Educational Research, 16, 28-37.
Published
2008-12-01
Section
Articles