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ERIC Number: ED118258
Record Type: Non-Journal
Publication Date: 1975-Aug
Pages: 24
Abstractor: N/A
Reference Count: N/A
Expectation Effects on Performance Evaluations.
Webster, Murray, Jr.
This study examined the effects of varying degrees of situational definition on expectation states of third graders. The experiment was conducted in the spring and replicated in the fall. A total of 389 children in 12 third grade classrooms participated. The experimental conditions reflected three degrees of situational definition. In the assigment condition, subjects were told that another child had high or low ability at a certain task and that this ability was relevant to the task at hand; then expectations for the task at hand were assigned to the other child. In the relevance condition, subjects were told that the other child had high or low ability at another task and that this ability was relevant to the task at hand, but no assignment of expectations to the other child was made. In the activation condition, subjects were told only the other's ability at another task. Each child was then asked to rate 10 sentences in which some words had been supplied by the other (fictitious) student. The results indicated that in both experiments, subjects in the activation and assignment conditions reflected about equal expectation effects in their ratings, while those in the relevance condition showed a smaller expectation effect. It was provisionally concluded that the data support the equality assertion of the expectation states theory. (JMB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: N/A