Valentine JC, Cooper H
David H. Hickman High School
Contemp Educ Psychol. 2000 Apr;25(2):167-183. doi: 10.1006/ceps.1998.0999.
Teacher expectancies can have an impact on students' academic achievement. These expectancies can be based on diverse student characteristics, only one of which is past academic performance. The present study investigated three student individual differences that teachers may use when forming academic expectancies: the sex of the student, the family socioeconomic status (SES) of the student, and the student's after-school activities. Results indicated teachers held higher grade, graduation, and college attendance expectancies for females than for males and for middle-SES than low-SES students. Also, students who participated in extracurricular activities were expected to achieve more academically than either students who were employed after school or who did nothing after school. The latter two groups did not elicit different teacher expectancies. Interactions revealed that (a) lowest expectations were held for low-SES males who did nothing after school and (b) the difference in graduation expectancies between the SES groups was only half as great for students who took part in extracurricular activities than it was for students who had no involvements after school or who had jobs. Copyright 2000 Academic Press.
教师的期望会对学生的学业成绩产生影响。这些期望可能基于学生的多种不同特征，其中只有一个是过去的学业表现。本研究调查了教师在形成学业期望时可能会考虑的三个学生个体差异因素：学生的性别、学生家庭的社会经济地位（SES）以及学生的课外活动情况。结果表明，教师对女生的成绩、毕业和上大学的期望高于男生，对中等社会经济地位的学生的期望高于低社会经济地位的学生。此外，参与课外活动的学生在学业上被期望比那些课后打工或课后无所事事的学生取得更好的成绩。后两组学生并未引发教师不同的期望。交互作用显示：（a）对课后无所事事的低社会经济地位男生的期望最低；（b）对于参与课外活动的学生，社会经济地位组之间毕业期望的差异仅为那些课后无活动或有工作的学生的一半。版权所有2000年学术出版社。
