RESEARCH ON THE SELF-FULFILLING PROPHECY AND TEACHER EXPECTATIONS
RESEARCH ON THE SELF-FULFILLING PROPHECY AND TEACHER EXPECTATIONS
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DOI：
10.1037/0022-0663.75.5.631
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发表时间：
1983-01-01
影响因子：
4.9
通讯作者：
BROPHY, JE
中科院分区：
文献类型：
--
作者：
BROPHY, JE
回顾了有关自我实现预言和教师期望的文献，并得出结论认为，少数教师对学生的成绩有重大期望影响。然而，对于大多数教师来说，这种影响很小，因为他们的期望通常是准确的，并且愿意接受纠正反馈。即使了解教师期望的准确性和严格程度，也很难预测教师期望的效果。期望与学习和教学信念相互作用，从而决定教师的行为；相似的期望可能会导致不同的行为。学生对教师行为的解释和反应也会有所不同；相似的行为可能会产生不同的学生结果。（106 参考）（PsycINFO 数据库记录 (c) 2016 APA，保留所有权利）
Reviews the literature on self-fulfilling prophecy and teacher expectations and concludes that a minority of teachers have major expectation effects on their students' achievement. However, such effects are minimal for most teachers because their expectations are generally accurate and open to corrective feedback. It is difficult to predict the effects of teachers' expectations, even with knowledge of their accuracy and the degree of rigidity with which they are held. Expectations interact with beliefs about learning and instruction to determine teacher behavior; similar expectations may lead to different behavior. Students will also differ in their interpretation of and response to teacher behavior; similar behavior may produce different student outcomes.(106 ref)(PsycINFO Database Record (c) 2016 APA, all rights reserved)