Weinstein R S, Marshall H H, Sharp L, Botkin M
Child Dev. 1987 Aug;58(4):1079-93.
This study explores age and classroom differences in children's awareness of teacher expectations and in the relation between awareness and self-expectations. In a sample of 579 children and their teachers in 30 first- (6-7-year-olds), third- (8-9-year-olds), and fifth-grade (10-11-year-olds) classrooms, assessed in the fall, younger children were found to be less accurate than fifth graders in predicting teacher expectations and in reporting differential patterns in their own interactions with the teacher. Yet first graders identified classroom differences in the degree of differential teacher treatment toward high and low achievers that were associated with differences in the expectations that high and low teacher-expectancy students reported for themselves. Fifth graders appeared more likely than younger children to mirror teacher expectancies in their self-descriptions regardless of the degree of differential treatment reported in the classroom environment.
本研究探讨了儿童对教师期望的认知在年龄和课堂方面的差异，以及这种认知与自我期望之间的关系。在秋季对30个一年级（6 - 7岁）、三年级（8 - 9岁）和五年级（10 - 11岁）班级的579名儿童及其教师进行的抽样调查中，研究发现，在预测教师期望以及报告自己与教师互动中的差异模式方面，年幼的儿童不如五年级学生准确。然而，一年级学生能够识别出教师对成绩高和低的学生区别对待程度上的课堂差异，这种差异与教师期望高和低的学生对自己的期望差异相关。无论课堂环境中报告的区别对待程度如何，五年级学生在自我描述中似乎比年幼的儿童更有可能反映教师的期望。
