Pygmalion and the Student: Age and Classroom Differences in Children's Awareness of Teacher Expectations

Weinstein, Rhona S.; Marshall, Hermine H.; Sharp, Lee; Botkin, Meryl

doi:10.2307/1130548

Cited by 123 publications

(76 citation statements)

References 31 publications

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“…In those classrooms in which students perceive more differentiating teacher treatment to high and low ability students, teacher expectancy effects are larger and students' self-perceptions more closely match those of the teacher (Brattesani, Weinstein, & Marshall, 1984;Weinstein et al, 1987).…”

Section: Implications Of Teacher Differentiating Practices For Studenmentioning

confidence: 99%

“…One method of identifying high differentiating classrooms involves asking students to describe their teacher's likely interactions with hypothetical high and low ability students (Weinstein et al, 1987). In those classrooms in which students perceive more differentiating teacher treatment to high and low ability students, teacher expectancy effects are larger and students' self-perceptions more closely match those of the teacher (Brattesani, Weinstein, & Marshall, 1984;Weinstein et al, 1987).…”

Section: Implications Of Teacher Differentiating Practices For Studenmentioning

confidence: 99%

“…When interviewed individually with items that are concretely worded, children as young as 4 years of age provide reliable and meaningful information about teachers' behaviors toward them (Montzicopoulos & Neuharth-Pritchett, 2003). Children as young as first grade are aware of teacher differential behavior to high and low ability students (Weinstein et al, 1987), and their rankings of classmates' relative abilities align with teacher ratings (Stipek, 1981;Stipek & Tannatt, 1984). Weinstein et al (1987) investigated developmental shifts between first and fifth grade in students' awareness of differential teacher behavior.…”

Section: Implications Of Teacher Differentiating Practices For Studenmentioning

confidence: 99%

“…Considerable research conducted over three decades has documented the impact of teacher practices that highlight differences in children's relative abilities on children's achievement, motivation, and self-views (Ames, 1992;Brophy, 1983;Kuklinski & Weinstein, 2001;Mac Iver, 1987;Rosenthal & Jacobson, 1968;Urdan & Midgley, 2003;Weinstein, Marshall, Sharp, & Botkin, 1987). This body of evidence is drawn from research on teacher expectancy effects (for review see Jussim & Harber, 2005), classroom goal structure (for review see Urdan & Midgley, 2003), classroom task structures (Simpson & Rosenholtz, 1986), and teacher frame of reference (Marsh & Craven, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…The literature from these separate but overlapping traditions has identified teacher practices that are associated with the self-fulfilling prophesy effect (Rosenthal & Jacobson, 1968) and with students' academic motivation and perceived competence (Dweck & Leggett, 1988;Lüdtke, Köller, Marsh, & Trautwein, 2005;Urdan, Midgley, & Anderman, 1998). These practices, collectively referred to in the teacher expectancy literature as high-differentiating practices, include providing more emotional support, choice, praise, response opportunities, and special privileges to high achievers and more criticism and direction to low achievers; frequent classroom reminders of the importance of not making mistakes and of earning good grades; more frequent and more public performance feedback (Brophy, 1983;Jussim, 1986;Mac Iver, 1988;Weinstein et al, 1987), and grading in reference to comparison with others rather than in relation to personal improvement (Marsh & Craven, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement

Zhang

2007

Contemporary Educational Psychology

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This study examined the effects of classroom indegree for ability (the degree to which peer nominations as academically capable show high consensus and focus on a relatively few number of children in a classroom) on first grade children's peer acceptance, teacher-rated classroom engagement, and self-perceived cognitive competence. Participants were 291 children located in 84 classrooms. Participating in sociometric interviews were 937 classmates. Consistent with social comparison theory, classroom indegree moderated the associations between children's achievement and classroom engagement and peer liking. Children with lower ability, relative to their classmates, were less accepted by peers and less engaged in classrooms in which students' perceptions of classmates' abilities converged on a relatively few number of students than in classrooms in which peers' perceptions were more dispersed. High indegree was associated with lower self-perceived cognitive competence regardless of ability level.

show abstract

Section: Implications Of Teacher Differentiating Practices For Studenmentioning

confidence: 99%

Section: Implications Of Teacher Differentiating Practices For Studenmentioning

confidence: 99%

Section: Implications Of Teacher Differentiating Practices For Studenmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement

Zhang

2007

Contemporary Educational Psychology

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Developmental psychopathology: A nine-cell map of the territory

Cowan

1988

New Directions for Child and Adolescent Development

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As a clinical-developmental psychology student trained in the late 1950s and early 1960s, I was puzzled about the lack of integration between developmental and abnormal psychology. Although there were frequent professions of faith that principles of normal development and psychopathology must be intimately interconnected (Erikson, 1950), there were few detailed discussions, and even fewer empirical studies, examining the links between ideas about how some children grow up to be well-functioning adults, while others experience temporary or permanent setbacks along the way.Later, during my clinical training, i t puzzled me that there were few explicit references in the psychotherapy literature to concepts and studies of normal development, and that in articles on developmental theory and research I rarely found references to psychopathology and treatment. This lack of integration continued until the recent spurt of

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Teacher expectations and student self-perceptions: Exploring relationships

Rubie-Davies

2006

Psychol. Schs.

186

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For 40 years, researchers have been exploring the teacher-expectation phenomenon. Few have examined the possibility that teacher expectations may be class centered rather than individually centered. The current study aimed to track the self-perception outcomes of students (N ϭ 256) whose teachers had high or low class-level expectations. Students completed the Reading, Mathematics, Physical Abilities, and Peer Relations subscales of the Self Description Questionnaire-1 (SDQ-1; Marsh, 1990) at the beginning and end of 1 year. A subscale related to student perception of how the teacher viewed their abilities was added. At the beginning of the year, there were no statistically significant differences between the expectation groups in any of the academic or teacher opinion scales. By the end of the year, statistically significant differences were found in academic and teacher opinion areas due mainly to a decline in the self-perceptions of students with low-expectation teachers. Implications for teacher practice are discussed.

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Pygmalion and the Student: Age and Classroom Differences in Children's Awareness of Teacher Expectations

Cited by 123 publications

References 31 publications

Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement

Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement

Developmental psychopathology: A nine-cell map of the territory

Teacher expectations and student self-perceptions: Exploring relationships

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