Teachers' communication of differential expectations for children's classroom performance: Some beha
Teachers' communication of differential expectations for children's classroom performance: Some beha
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教师对儿童课堂表现的不同期望的沟通：一些行为
DOI：
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发表时间：
1970
期刊：
影响因子：
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通讯作者：
T. Good
中科院分区：
文献类型：
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作者：
J. Brophy;T. Good
通过对四个一年级教室中教师和个别学生之间的二元接触进行观察研究，调查了教师向不同孩子传达不同表现期望的过程。教师对不同儿童的不同期望与各种互动措施相关，尽管其中许多关系可归因于儿童行为的客观差异。然而，我们观察到了其他不同的教师行为，这些行为不能归因于孩子们之间的客观差异，这与教师不同的期望起到自我实现的预言的假设是一致的。老师们要求那些他们有更高期望的孩子有更好的表现，并且当他们表现出更好的表现时更有可能表扬。在cNitrast中，他们更有可能接受对他们抱有较低期望的学生的不良表现，并且当这种情况发生时，他们不太可能赞扬这些学生的良好表现，即使这种情况发生的频率较低。/研究结果被解释为支持罗森塔尔和雅各布森关于教师期望效应的假设，并表明当教师期望充当自我实现预言时所涉及的行为机制。 4111z lommo 1 作者谨此感谢 Vern Jones 在收集数据方面提供的帮助，以及 Jean Romigh 和 Betty Johnson 在手稿准备方面提供的帮助。
The processes by which teachers communicate differential performance expectations to different children were investigated through observational study of dyadic contacts between teachers and individual students in four first-grade classrooms. Differential teacher expectations for diffefent children were associated with a variety of interaction measures, although many of these relationships are attributable to objective differences :;n the behavior of the children. However, other differential teacher behavior was observed which is not attributable to objective differences among the children and which is consistent with the hypothesis that differential teacher expectations function as self-fulfilling prophecies. The teachers demanded better performance from those children for whom they had higher expectations and more likely to praise such performance when it was elicited. In cNitrast, they, were more likely to accept,poor performance from students for whom they held low expectations and were less likely to praise good performance from these students, when it occurred, even though it occurred less frequently, /The findings are interpreted as supportive of the hypotheses of Rosenthal and Jacobson concerning teacher expectation effects and as indicative of the behavioral mechanisms invo1ved when teacher expectatibns function as self-fulfilling prophecies. 4111z lommo 1 The authors wish to thank Vern Jones for his assistance in collection of data and Jean Romigh and Betty Johnson for their help in manuscript preparation.