Hu Jun, Qian Shan
School of Marxism, Hangzhou Normal University, Hangzhou, Zhejiang, China.
School of Public Administration, Hangzhou Normal University, Hangzhou, Zhejiang, China.
Front Psychol. 2025 Aug 21;16:1516405. doi: 10.3389/fpsyg.2025.1516405. eCollection 2025.
Teacher expectations are believed to play a critical role in shaping students' academic achievement and creativity, yet the underlying psychological mechanisms remain insufficiently understood. This study investigates the mediating role of achievement motivation in the relationships between teacher expectations, academic achievement, and creativity among junior high school students, aiming to provide empirical insights for effective educational practices.
A controlled experimental design was employed to examine the psychological effects of teacher expectations. The sample consisted of 583 students from urban and township junior high schools. Teacher expectations were measured using the Teacher Expectation Scale. Academic achievement was assessed via final examination scores in Chinese, mathematics, and English. Achievement motivation was evaluated with the Achievement Motivation Scale, and creativity was measured using a standardized creativity assessment. Data were analyzed using analysis of variance (ANOVA), correlation analysis, and structural equation modeling (SEM).
Teacher expectations had a significant positive effect on academic achievement. Achievement motivation partially mediated the relationship between teacher expectations and academic achievement, and fully mediated the relationship between teacher expectations and creativity. The mediation models demonstrated strong fit, confirming the central role of motivation in translating teacher expectations into student outcomes.
The findings confirm that teacher expectations influence both academic performance and creative development through motivational pathways. Achievement motivation serves as a key psychological mechanism that links external educational beliefs to internal student drives. These results support the implementation of teacher training and classroom strategies that foster positive expectations, thereby enhancing students' motivation, academic success, and creative potential. This study contributes to the growing body of evidence advocating for supportive and expectancy-rich learning environments in secondary education.
教师期望被认为在塑造学生的学业成绩和创造力方面起着关键作用，但其潜在的心理机制仍未得到充分理解。本研究调查了成就动机在初中教师期望、学业成绩和创造力之间关系中的中介作用，旨在为有效的教育实践提供实证见解。
采用对照实验设计来检验教师期望的心理效应。样本包括来自城镇初中的583名学生。教师期望通过教师期望量表进行测量。学业成绩通过语文、数学和英语期末考试成绩进行评估。成就动机用成就动机量表进行评估，创造力用标准化创造力评估工具进行测量。数据采用方差分析、相关分析和结构方程模型进行分析。
教师期望对学业成绩有显著的正向影响。成就动机部分中介了教师期望与学业成绩之间的关系，并完全中介了教师期望与创造力之间的关系。中介模型显示出良好的拟合度，证实了动机在将教师期望转化为学生成果方面的核心作用。
研究结果证实，教师期望通过动机途径影响学业表现和创造性发展。成就动机是将外部教育信念与学生内在动力联系起来的关键心理机制。这些结果支持实施教师培训和课堂策略，以培养积极的期望，从而提高学生的动机、学业成就和创造潜力。本研究为越来越多倡导在中等教育中营造支持性和充满期望的学习环境的证据做出了贡献。
