Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement
Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement
复制标题
DOI：
10.1016/j.cedpsych.2014.10.006
复制
发表时间：
2015-04-01
影响因子：
10.3
通讯作者：
Trautwein, Ulrich
中科院分区：
文献类型：
--
作者：
Friedrich, Alena;Flunger, Barbara;Trautwein, Ulrich
根据皮格马利翁效应，教师的期望影响学生的学业进步。许多实证研究支持皮格马利翁效应的预测，但效应量倾向于小到中等。此外，几乎所有现有的研究都只考察了教师期望对学生成绩的影响（一个特定的学生是否有所提高？）而不是课堂水平（当教师对学生抱有普遍的高期望时，课堂是否有所改善？）本研究通过在常规课堂中使用大样本，通过区分两种成就结果（成绩和成就测试）和两种分析水平（个人和课堂水平），在一项纵向研究中仔细检查了皮格马利翁效应。此外，我们还研究了学生自我概念在教师期望对成绩的影响中可能起到的中介作用。数据来自一项对73名教师和1289名五年级学生的研究。多水平回归分析产生了三个主要结果。首先，皮格马利翁效应在个人层面上对两种成就结果都有影响。第二，多层次中介分析表明，教师期望效应在一定程度上受学生自我概念的中介作用。第三，在控制学生先前成绩的情况下，教师在班级水平上的平均期望效应不显著。(C) 2014爱思唯尔公司版权所有。
According to the Pygmalion effect, teachers' expectancies affect students' academic progress. Many empirical studies have supported the predictions of the Pygmalion effect, but the effect sizes have tended to be small to moderate. Furthermore, almost all existing studies have examined teacher expectancy effects on students' achievement at the student level only (does a specific student improve?) rather than at the classroom level (do classes improve when teachers have generally high expectations of their students?). The present study scrutinized the Pygmalion effect in a longitudinal study by using a large sample in regular classrooms and by differentiating between two achievement outcomes (grades and an achievement test) and two levels of analyses (the individual and classroom levels). Furthermore, students' self-concept was studied as a possible mediator of the teacher expectancy effect on achievement. Data come from a study with 73 teachers and their 1289 fifth-grade students. Multilevel regression analyses yielded three main results. First, Pygmalion effects were found at the individual level for both achievement outcomes. Second, multilevel mediation analyses showed that teacher expectancy effects were partly mediated by students' self-concept. Third, teachers' average expectancy effects at the class level were found to be nonsignificant when students' prior achievement was controlled. (C) 2014 Elsevier Inc. All rights reserved.