The longitudinal relations of teacher expectations to achievement in the early school years.

There is relatively little research on the role of teacher expectations in the early school years or the importance of teacher expectations as a predictor of future academic achievement. The current study investigated these issues in the reading and mathematic domains for young children. Data from nearly 1,000 children and families at 1st, 3rd, and 5th grades were included. Child sex and social skills emerged as consistent predictors of teacher expectations of reading and, to a lesser extent, math ability. In predicting actual future academic achievement, results showed that teacher expectations were differentially related to achievement in reading and math. There was no evidence that teacher expectations accumulate but some evidence that they remain durable over time for math achievement. In addition, teacher expectations were more strongly related to later achievement for groups of children who might be considered to be at risk. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The student as Pygmalion: Effect of student expectation on the teacher.

Two experiments examined the possibility that student expectations regarding a teacher's competence can be communicated to the teacher and bring about the expected behavior. In Exp I, 39 female undergraduates acting as students were administered a lesson by a teacher (confederate) who the students expected to be either effective or ineffective. Results show significant differences in student attitudes, performance, and nonverbal behavior according to expectation. In Exp II, confederates acting as students emitted either positive or negative nonverbal behavior toward 40 female undergraduates acting as their teachers. There were significant effects on teachers' attitudes and behavior. Moreover, ratings of the teacher by judges showed teachers were rated as being more adequate under conditions of positive student nonverbal behavior than negative nonverbal behavior. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Incidents of bias in college classrooms: Instructor and student perceptions.

Little is known about incidents of bias specific to college classrooms or how they are handled by instructors. To learn more about this subject, professors, graduate instructors, and undergraduates (N = 2,523) completed surveys assessing perceptions of classroom bias. Results indicated that about a quarter of instructors and half of students perceived an incident of bias in a classroom in the last year. Instructors’ responses to bias commonly included forms of direct confrontation, discussion, and ignoring. Undergraduates perceived significantly more bias than did instructors and rated responses to bias as significantly less effective than did instructors. Undergraduates also reported that instructors were occasionally the perpetrators of bias. These results indicate that preparation of instructors should include increased awareness of bias and methods of handling classroom bias. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An age apart: The effects of intergenerational contact and stereotype threat on performance and intergroup bias.

An experimental study examined the effect of intergenerational contact and stereotype threat on older people's cognitive performance, anxiety, intergroup bias, and identification. Participants completed a series of cognitive tasks under high or low stereotype threat (through comparison with younger people). In line with stereotype threat theory, threat resulted in worse performance. However, this did not occur if prior intergenerational contact had been more positive. This moderating effect of contact was mediated by test-related anxiety. In line with intergroup contact theory, more positive contact was associated with reduced prejudice and reduced ingroup identification. However this occurred in the high threat, but not low threat, condition. The findings suggest that positive intergenerational contact can reduce vulnerability to stereotype threat among older people. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A multilevel exploration of the influence of teacher efficacy and burnout on response to student problem behavior and school-based service use.

There is an increasing concern about teacher factors, such as burnout or low efficacy, which have been hypothesized to influence student outcomes like achievement or discipline problems. The current study examined how burnout and efficacy relate to student disciplinary actions (e.g., referrals to the principal and suspensions) and referrals for school-based support services (e.g., student support and special education), while adjusting for school-, teacher-, and student-level variables. Data were collected during the fall and spring of a single school year from 491 teachers regarding 9,795 students at 31 elementary schools. Contrary to expectations, having low teacher efficacy in the fall was associated with a reduction in student referrals to the student support team. Also unexpectedly, teachers with high burnout in the fall were less likely to have students who received an out-of-school suspension by the spring. These findings enhance our understanding of the teacher factors that influence student outcomes and may inform the development of screenings and teacher-targeted interventions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment.

In this study, the authors examined the relationship between teacher and student enjoyment. Based on social–cognitive approaches to emotions, they hypothesized (a) that teacher enjoyment and student enjoyment within classrooms are positively linked and (b) that teacher enthusiasm mediates the relationship between teacher and student enjoyment. Self-reported enjoyment of mathematics classes was available from 1,542 students from 71 classrooms at 2 time points (Grades 7 and 8). At Time 2, mathematics teachers’ reports of their enjoyment of teaching were available (N = 71), as well as student ratings of teacher enthusiasm. The findings were in line with theoretical expectations. Multilevel structural equation modeling showed that teacher and student enjoyment were positively related even when the authors adjusted for students’ previous-class levels of mathematics enjoyment, and that the effect of teacher enjoyment on student enjoyment was mediated by teacher enthusiasm. Discussion centers on the practical implications for affective interactions in the classroom. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effect of sibling competition and alliance on level of aspiration, expectation, and performance.

"The present study set out to test hypotheses derived from the Adlerian theory of sibling relations… . Allies and Competitors were found to differ significantly in their goal-setting when the sib's performance was compared to S's own performance." From Psyc Abstracts 36:01:1FC13F. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The self-fulfilling influence of mother expectations on children's underage drinking.

This research examined whether mothers' expectations about their children's drinking behavior influenced their children's future alcohol use through self-fulfilling prophecies. It also investigated whether children's self-esteem, family social class, or the valence of mother expectations moderated this process. Analyses of longitudinal data from 505 mother-child dyads yielded results consistent with a self-fulfilling prophecy. The inaccurate portion of mother expectations predicted children's future alcohol use after accounting for relevant control variables. Moderation analyses indicated that this effect was stronger among higher self-esteem children and when mother expectations were positively valenced (i.e., when mothers underestimated their children's future alcohol use). The findings are discussed in terms of parent-child relationship quality, peer influences, self theories, and out-group stereotypes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Student acceptance and expectation of sexual assault.

46 male and 108 female students' (aged 18–33 yrs) attitudes regarding the acceptance and expectation of sexual assault were examined. Participants also completed M. Burt's (1980) Rape Myth Acceptance (RMA) Scale. It is noted that acceptance of sexual aggression can lead to the exoneration of the perpetrator, whereas expectations of sexual aggression can lead to victim blaming. A feminist perspective of rape, with a focus on sexual socialization, indicates that rape myth beliefs deny or justify male sexual aggression against women. Therefore, it was predicted and found that high RMA participants expected and accepted more sexual assault than low RMA participants. Sexual assault was also expected more often than it was accepted, suggesting that these judgments are made separately. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of modafinil treatment on neuropsychological and attentional bias performance during 7-day inpatient withdrawal from methamphetamine dependence.

The cognitive benefits of modafinil to patients undergoing 7-day inpatient withdrawal from methamphetamine (MA) dependence were examined as part of a double-blind, randomized, placebo-controlled pilot trial. Recent evidence has identified modafinil-related improvements in treatment outcomes for MA-dependent patients; however, the benefits to cognition function, which is critical to treatment success but known to be impaired, has yet to be examined. The first 20 participants recruited to the study were administered either 200 mg of modafinil (once daily) or placebo, and a neuropsychological test battery (including an MA version of the emotional Stroop task) at admission (n = 17) and discharge (n = 14). Follow-up interviews were conducted at 1-month postdischarge (n = 13). After participant withdrawals (3 in each group), treatment was associated with a significant improvement in immediate verbal memory recall and nonsignificant trend toward improvement on executive function and delayed memory tasks. No benefit was seen for measures of verbal learning, visual memory, processing speed, or verbal fluency. All participants showed a significant attentional bias for MA-related stimuli on the emotional Stroop task. The magnitude of bias predicted both retention in treatment and relapse potential at follow-up but was not significantly ameliorated by modafinil treatment. While nonsignificant, the effect sizes of modafinil-related improvements in executive function and memory were consistent with those found in more robustly powered studies of cognitive benefits in attention-deficit/hyperactivity disorder and schizophrenia, supporting the need for further research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of test familiarity and student disability status upon teachers' judgments of students' test performance.

Two questions motivated this study: (a) Does test familiarity influence teachers' judgments of their students' test performance? and (b) Does the disability status of students influence their teachers' judgments? Teachers (n=19) judged item performances for one student with disabilities and one student without disabilities (n pairs=19) from their fourth-grade classrooms. Teachers made judgments using (a) a mathematics test from the research version of the TerraNova CTBS Multiple Assessments edition, which is similar to the large-scale achievement test administered in numerous states, and (b) classroom-based math tests. Judgment accuracy was higher (a) on classroom tests and (b) for students without disabilities. Among less accurate judgments, teachers consistently underestimated the performances of students with disabilities. Students with disabilities performed lower on both types of tests. Student test performance accounted for a significant proportion of the variance in teacher judgment accuracy. Implications of these findings for future research and practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Group alcohol climate, alcohol consumption, and student performance.

This study explored the relationship between group norms for drinking and two indicators of student performance. Based on data from 96 undergraduate students (mean age = 22 years) living in 21 student houses, the multilevel hypotheses that (a) house alcohol climate is associated with student alcohol consumption, (b) student alcohol consumption is associated with student withdrawal behavior (i.e., absence from class), and (c) that student alcohol consumption mediates the link between house alcohol climate and student withdrawal behavior are supported. No link between student alcohol consumption and student academic performance (i.e., average grades) was found. Similarly, there was no empirical support for the hypothesis that house cohesion would moderate the relationship between house alcohol climate and student alcohol consumption. Implications for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Inspecting expectancy: Some laboratory results of relevance for teacher training.

Because the principal requirement of any "purposive system" is feedback, the dynamic system of teacher-student interaction having as a purpose the advancement of student problem-solving abilities could, therefore, be expected to show the importance of feedback. 80 male college students were required to assist 1 "bright" and 1 "dull" hypothetical student on a problem-solving task. Dimensions of teacher-student feedback were evaluated as a function of teacher expectancy and awareness of possible expectancy effects. Results show that teacher expectancy effects were evident when Ss were unaware of the possibility of such effects and thus were unprepared to deal with students of differing abilities grouped together. Unaware Ss directed both greater levels of encouragement and criticism toward the student of presumed greater ability. Ss who were given special instruction that heightened awareness of expectancy effects were able to guard successfully against qualitatively different treatment of students of differing abilities. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Student characteristics, classroom processes, and student achievement.

A comparison between two different approaches to apportioning variance in posttest achievement scores was made with data on 29 lessons on one social studies topic. One method led to exaggerated estimates of the contribution of student characteristics through ignoring joint contributions of student characteristics and process variables. Comparisons were also made among three different criterion measures in exploring process-product correlations. Residualized achievement scores using, first, the individual student and, second, the class as the statistical unit were used, as well as unadjusted achievement scores. The same set of process variables tended to correlate significantly with all three product measures, though some differences were noted. Relationships among student characteristics, process variables, and student achievement indicated possible teacher expectancy effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of race and problem type on teachers' assessments of student behavior.

The authors tested the hypothesis that race bias in teacher evaluations may be problem specific by examining the extent to which ratings of child behavior were influenced by the interaction between the race of the child and the type of presenting behavior. Teachers (N=197) were presented with three vignettes (overcontrolled, undercontrolled, and "normal"), systematically paired with a photograph of a male child (African American, Asian American, or Caucasian). Respondents rated the seriousness, referability, and typicality of the behavior; the child's family life; academic ability and performance; and causal dimensions. Although results did not reveal a bias in the ratings of African American students, data suggest that stereotypes remain embedded in teachers' interpretive framework for Asian Americans, particularly regarding expectations of overcontrolled traits. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Claiming a large slice of a small pie: Asymmetric disconfirmation in negotiation.

Three studies show that negotiators consistently underestimate the size of the bargaining zone in distributive negotiations (the small-pie bias) and, by implication, overestimate the share of the surplus they claim (the large-slice bias). The authors explain the results by asymmetric disconfirmation: Negotiators with initial estimates of their counterpart's reservation price that are "inside" the bargaining zone tend to behave consistently with these estimates, which become self-fulfilling, whereas negotiators with initial "outside" estimates revise their perceptions in the face of strong disconfirming evidence. Asymmetric disconfirmation can produce a population-level bias, even when initial perceptions are accurate on average. The authors suggest that asymmetric disconfirmation has implications for confirmation bias and self-fulfilling-prophecy research in social perception. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The interplay of memory and judgment processes in effects of aging on hindsight bias.

Hindsight bias is the phenomenon that after people are presented with the correct answer to a question, their judgment regarding their own past answer to this question is biased toward the correct answer. In three experiments, younger and older adults gave numerical responses to general-knowledge questions and later attempted to recall their responses. For some questions, the correct answer was provided during recall (Experiment 1) or before recall (Experiments 2 and 3). Multinomial model-based analyses show age differences in both recollection bias and reconstruction bias when the correct judgment was in working memory during the recall phase. The authors discuss implications for theories of cognitive aging and theories of hindsight bias. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ecstasy (MDMA) does not have long-term effects on aggressive interpretative bias: A study comparing current and ex-ecstasy users with polydrug and drug-naive controls.

±3, 4-methylenedioxymethamphetamine (MDMA or ecstasy) remains a widely used recreational drug, which, in animals, can produce long-lasting changes to the brain's serotonergic system. As serotonin has been implicated in human aggression, it is possible that ecstasy users are at risk of increased aggression even after prolonged abstention from the drug. The objective of this study was to indirectly assess aggression in current and abstinent ecstasy users using an information-processing paradigm that measures cognitive bias toward material with aggressive content. The task employed has previously shown increased aggressive bias 3-4 days after ecstasy use. An interpretative bias task was administered to 105 male participants: 26 ex-ecstasy users, 25 current ecstasy users, 29 polydrug using controls, and 25 drug-naive controls. Accuracy and response times to process and recognize ambiguous sentences were tested. There were no group differences in aggressive interpretative bias. All 4 groups processed neutral sentences faster than aggressive sentences and were subsequently faster and more confident in recognizing neutral compared with aggressive sentences. Further, self-ratings of aggression also showed no group differences, even though self-rated impulsivity was significantly higher in current ecstasy users than in drug-naive controls. The findings that all groups were biased toward neutral and away from aggressive interpretations of ambiguous sentences add to the existing body of knowledge in suggesting that increased aggression found in ecstasy users a few days after taking the drug is a transient phenomenon and not a long-term, persisting effect. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Observed classroom quality during teacher education and two years of professional practice.

The aims of the present study are to investigate whether and how teachers change in their observed classroom quality (emotional and instructional support, classroom organization, and students' engagement; measured with the Classroom Assessment Scoring System observation measure for secondary school [CLASS-S]; Pianta, La Paro, & Hamre, 2006) during their teacher education year and the first 2 years of professional practice, as well as the effects of personal characteristics and contextual factors on observed classroom quality. Confirmatory factor analyses (CFAs) with a reduced number of indicators per a priori construct fitted the data well. Using factor scores in 3-level multilevel models for change (376 lesson segments 20 min in duration nested within 10 time points, within 17 teachers), we found more variability over time than within lessons and the least variability between teachers. Emotional support showed an inverted U-shaped change over time, whereas classroom organization increased linearly over time. Emotional support was lower for older students, and students were more engaged in larger classes. A higher level of classroom organization during lessons was related to less variability in student engagement, but variability of instructional support was unrelated to variability of student engagement within each lesson. The findings are discussed within the context of teachers' supported transitions into professional practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)