The influence of teacher expectations on student achievement in physical education classes: Pygmalion revisited
Article first published online: 19 APR 2002
Copyright © 2002 John Wiley & Sons, Ltd.
European Journal of Social Psychology
Volume 32, Issue 5, pages 591–607, September/October 2002
How to Cite
Trouilloud, D. O., Sarrazin, P. G., Martinek, T. J. and Guillet, E. (2002), The influence of teacher expectations on student achievement in physical education classes: Pygmalion revisited. Eur. J. Soc. Psychol., 32: 591–607. doi: 10.1002/ejsp.109
- Issue published online: 19 AUG 2002
- Article first published online: 19 APR 2002
- Manuscript Accepted: 28 NOV 2001
- Manuscript Received: 31 MAR 2001
The main purpose of this study was to explore the relation between teacher expectations and student achievement in physical education classes, in the light of three complementary hypotheses. Student achievement may confirm teacher expectations because these expectations create self-fulfilling prophecies, create perceptual biases, or accurately predict, without influencing, student achievement (Jussim, 1989). Another purpose was to examine the mediating role played by students' perceived ability in the teacher expectancy process. Study data were obtained from 173 students and 7 teachers. Path analysis revealed that teacher expectations have weak self-fulfilling effects, strongly predicted student achievement mainly because they are accurate, and have no biasing effects on teacher judgements. Results also show evidence concerning the role of partial mediator of perceived student ability in the confirmation process of teacher expectations. Copyright © 2002 John Wiley & Sons, Ltd.