Understanding Pygmalion [electronic resource] : The Social Psychology of Self-Fulfilling Classroom Expectations / Harris M. Cooper and Others.
Extensive research has been conducted examining the effects of teacher expectations on student performance, revealing reasonably consistent patterns of differential behavior by teachers toward high and low expectation students. Few theories which integrate isolated research findings into a causal se...
Saved in:
| Online Access: |
Full Text (via ERIC) |
|---|---|
| Main Author: | |
| Corporate Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1979.
|
| Subjects: |
MARC
| LEADER | 00000cam a22000002u 4500 | ||
|---|---|---|---|
| 001 | b6431948 | ||
| 003 | CoU | ||
| 006 | m d f | ||
| 007 | cr un | ||
| 008 | 790101s1979 xx |||| o ||| s eng d | ||
| 005 | 20230818020508.2 | ||
| 035 | |a (ERIC)ed182642 | ||
| 040 | |a ericd |c ericd |d MvI | ||
| 099 | |f ERIC DOC # |a ED182642 | ||
| 100 | 1 | |a Cooper, Harris M. | |
| 245 | 1 | 0 | |a Understanding Pygmalion |h [electronic resource] : |b The Social Psychology of Self-Fulfilling Classroom Expectations / |c Harris M. Cooper and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1979. | ||
| 300 | |a 88 p. | ||
| 500 | |a ERIC Document Number: ED182642. | ||
| 500 | |a Sponsoring Agency: National Science Foundation, Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: NSF-BNS78-08834. |5 ericd. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Convention of the American Psychological Association (87th, New York, NY, September 1-5, 1979). |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 520 | |a Extensive research has been conducted examining the effects of teacher expectations on student performance, revealing reasonably consistent patterns of differential behavior by teachers toward high and low expectation students. Few theories which integrate isolated research findings into a causal sequence have emerged, however. One such model outlines the process through which teacher expectations may sustain student performance by proposing that teachers more frequently use negative affectively valenced feedback to low expectation students as a mechanism for interaction control, while high expectation students more frequently receive feedback based on their effort expenditure. These different evaluation contingencies lead to a lesser belief on the part of lows than highs that effort will influence academic outcomes. As with learned helplessness effects, differences in effort-outcome covariation perceptions may lead to less persistence and more failure on the part of lows than highs, thus sustaining poor performance. Support for several aspects of the model comes from varying sources, including this first attempt to test the entire hypothesized sequence within the same system of naturally-occurring teacher-student relations. (Author) | ||
| 650 | 1 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Behavior Patterns. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Expectation. |2 ericd. |
| 650 | 1 | 7 | |a Feedback. |2 ericd. |
| 650 | 0 | 7 | |a Models. |2 ericd. |
| 650 | 1 | 7 | |a Performance Factors. |2 ericd. |
| 650 | 0 | 7 | |a Reinforcement. |2 ericd. |
| 650 | 0 | 7 | |a Research Projects. |2 ericd. |
| 650 | 1 | 7 | |a Student Behavior. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Teachers. |2 ericd. |
| 710 | 2 | |a University of Missouri--Columbia. |b Center for Research in Social Behavior. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED182642.pdf |z Full Text (via ERIC) |
| 907 | |a .b64319489 |b 07-06-22 |c 10-18-10 | ||
| 998 | |a web |b 10-23-12 |c f |d m |e - |f eng |g xx |h 0 |i 1 | ||
| 956 | |a ERIC | ||
| 999 | f | f | |i f56e8962-859d-5400-9b12-f0ff87b77350 |s 2dc7c2be-e99f-5a08-ba75-bffdfbc1d898 |
| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED182642 |h Other scheme |i web |n 1 |