ERIC Number: ED048108
Record Type: Non-Journal
Publication Date: 1971
Reference Count: N/A
Pygmalion Analyzed: Toward an Explanation of the Rosenthal-Jacobson Findings.
Rubovits, Pamela C.; Maehr, Martin L.
The focus of a study (a follow-up to work by Rosenthal and others which has indicated that teacher expectancies are fulfilled in student performance) was the kind of teacher behavior which might eventuate following the experimental manipulation of an expectancy which could affect the performance of students. Subjects were female undergraduate teachers (Ts) N=26) and randomly selected sixth and seventh graders (Ss) (N=104) from a midwestern school. Each T was given a lesson plan designed to maximize discussion and IQ scores (randomly assigned and bearing no relation to Ss' actual ability) for each of the four students in her 40-minute microteaching class. Using a specially developed observation instrument, observers categorized behavior in terms of six types of teacher reaction to student statements. Other data was obtained using the Rokeach Dogmatism Scale (Form E) to assess Ts' authoritarianism and the questionnaire to check the credibility of the experimental manipulations and to obtain information about Ts' perceptions of Ss' behavior. Two-way analyses of variance with repeated measures were employed in analyzing data. Support was found for the so-called "interaction quality hypothesis." Ts did not differ in the amount of attention given to allegedly "gifted" and "nongifted" Ss, but the pattern of attention and praise did differ. An attempt to relate differential teacher behavior to dogmatism was unsuccessful. (JS)
Descriptors: Academic Ability, Dogmatism, Student Behavior, Student Teacher Relationship, Teacher Behavior, Teacher Influence, Teacher Response
Martin L. Maehr, Department of Educational Psychology, Univ. of Illinois, Urbana, Ill. 61801
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A