Kuklinski M R, Weinstein R S
Department of Child Psychiatry, University of Washington, Seattle 98195-9300, USA.
Child Dev. 2001 Sep-Oct;72(5):1554-78. doi: 10.1111/1467-8624.00365.
A path model of teacher expectancy effects was evaluated in a sample of 376 first- through fifth-grade urban elementary school children. The roles of two moderators (classroom perceived differential treatment environment and developmental differences) and one mediator (children's self-expectations) of teacher expectancy effects on children's year-end achievement were examined. Significant differences in effects and effect sizes are presented. Both classroom environment (high versus low in differential treatment, as seen through children's eyes) and developmental differences moderated the strength of teacher expectancy effects. Generally, stronger effects were found in classrooms in which expectancy-related cues were more salient to children, but developmental differences moderated which effect was most pronounced. A significant age-related decline in direct effects on ending achievement was interpreted as evidence that teacher expectations may tend to magnify achievement differences in the early grades, but serve to sustain them in later grades. Support for indirect effects (teacher expectations --> children's self-expectations --> ending achievement) was limited to upper elementary grade classrooms perceived as high in differential treatment. In contrast to prior research that emphasized small effect sizes, the present analyses document several instances of moderate effects, primarily in classrooms in which expectancy-related messages were most salient to children. These results underscore the importance of explicit attention to the inclusion of moderators, mediators, and multiple outcomes in efforts to understand teacher expectancy effects.
在一个由376名一至五年级城市小学儿童组成的样本中，对教师期望效应的路径模型进行了评估。研究考察了两个调节变量（课堂感知差异对待环境和发展差异）和一个中介变量（儿童的自我期望）在教师期望对儿童年终成绩的影响中所起的作用。文中呈现了效应和效应量的显著差异。课堂环境（从儿童视角看，差异对待程度高与低）和发展差异都调节了教师期望效应的强度。一般来说，在与期望相关的线索对儿童更为显著的课堂中，会发现更强的效应，但发展差异调节了哪种效应最为明显。对年终成绩的直接效应呈现出与年龄相关的显著下降，这被解释为教师期望可能倾向于在低年级放大成绩差异，但在高年级维持这种差异的证据。对间接效应（教师期望→儿童自我期望→年终成绩）的支持仅限于被认为差异对待程度高的小学高年级课堂。与先前强调小效应量的研究不同，本分析记录了几个中等效应的实例，主要出现在与期望相关的信息对儿童最为显著的课堂中。这些结果强调了在理解教师期望效应的努力中，明确关注调节变量、中介变量和多个结果的重要性。
