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ERIC Number: ED083347
Record Type: RIE
Publication Date: 1973-Apr
Pages: 24
Abstractor: N/A
Reference Count: 0
Expectancy Statements in Meaningful Classroom Learning.
Moore, J. William; And Others
While the effects of teacher expectations on learner performance have continued to be of interest to both classroom teachers and researchers, the findings of much of the research have been equivocal. Teacher expectancy statements may affect performance in three rather distinct ways: the past association value of the expectancy statement, the value of the expectancy statement as a sign of approval or disapproval, and the novelty of the expectancy statement. The subjects were 43 eleventh-grade students with a past record of low achievement. These students had been assigned to a special reading program. The six subjects who were, in the opinion of the teacher, the most highly motivated were randomly assigned to each of the six treatment groups. The remaining subjects were then randomly assigned to one of the respective experimental treatment groups. Six treatment groups were formed from all possible combinations of three types of expectancy statements (high, neutral, or low) and two types of feedback, positive or negative. The results concerning how expectancy interacts with feedback in a low achieving group indicate that (1) when it is low, it stimulates effort by making a task seem difficult, and (2) when it is high, it reinforces effort if negative feedback is being received. One implication of these interpretations is that under conditions where a teacher's statements are not credible, expectancy will not have an effect (unless it has discriminative cue value that is independent of its surface meaning). (Author/JM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the American Education Research Association annual meeting, Honolulu, Hawaii, April 1973