The Effects of Teacher Expectations on Students' Motivation and Performance

Compare the three different sets of classroom expectations and assesses whether they align with the school-wide positive behavior matrix

A widely observed behavior in students is their decrease in motivation. Many will label students as being ‘lazy’ or ‘careless’ with their work when in reality multiple factors are influencing their motivation to do well in school. Two kinds of motivation, intrinsic and extrinsic, are the primary influences on how students behave in school. Intrinsic motivation is very important because it is what makes students want to learn more because the reward is self-satisfaction and enjoyment in the tasks they are doing. If a student is more motivated by extrinsic motives it means they are working by external pressures or constraints such as grades. These students will tend to show more signs of extrinsic motivation, which in turn decreases intrinsic motivation. This decrease in intrinsic motivation is what sets many students apart from their seemingly more successful peers. In a study done by Henderlong and Lepper in 2002, it was shown that too much focus on extrinsic values leads to an overall decrease to perform in school because the intrinsic motivation has decreased. This also shows that intrinsic motivation is in fact what leads to students being motivated in school and in the classroom. Overall, intrinsic motivation is crucial to student wellness in terms of behavior, academics, and emotional wellbeing. Authoritative figures in the classroom such as teachers have the most influence on student motivation whether they are aware of it or not. This being said teachers

Teachers rarely interact with students without some expectancies about how they will perform academically (Trouilloud, 2002). Trouilloud asserts that expectations are thought out as assumptions that teachers make about the academic performance of their students, based on the information they know about their students (Trouilloud, 2002). These assumptions can be either objective based on the student's past achievement or subjective based on teacher’s prejudices and stereotypes (Trouilloud, 2002). Trouilloud research revealed a strong connection between teachers expectation and students overall academic achievement (Trouilloud, 2002). In other words, the higher the expectation teachers have towards students, the higher the students’ academic achievement (Trouilloud, 2002).

Teachers have a pivotal impact on students’ desires to stay in school and motivation to succeed. As a student myself and the act of studying to become an educator, I realize how crucial it is for students to know that a teacher cares about his or her academic success and him or her in general. I was shy growing up which in turn led to a lack of confidence in myself and my abilities, and my teachers provided me with the skills I need to succeed, Seeing that tie in and how my teachers have shaped into who I am today led me to see that impact on a personal level and how a teacher can truly change a person’s life.

“ Students do become behaviorally, emotionally, and cognitively involved in the learning activities their teachers provide (e.g., write an essay, solve a math problem), and their extent of effort, enjoyment, and strategic thinking does predict important outcomes, such as achievement. But students also do more than this. Students also, more or less, proactively contribute into the flow of instruction they receive as they attempt not only to learn but also to create a more motivationally supportive learning environment for themselves ( Bandura,

Hence, after we look at all these case studies, we could conclude that the students’ academic performance is clearly tied to teacher’s expectation. In other words, the students who were deemed as “better” or “good” ends up achieving better also due to the higher expectation that the teacher was giving to them. These result, especially Rosenthal and Jacobson’s, demonstrated extremely powerful self-fulfilling prophecy on the part of the teacher. This is because when a teacher forms certain expectations towards their students based on whatever characteristics

A teacher needs to be aware of their role as an example in children’s lives. Language and attitude set a first impression for almost any situation. A teacher can show students how to use language that is free of racist and sexist labels. Also, a teacher can approach a situation by recognizing the problem at hand and help the students develop a (healthy) solution.. Students develop their own expectations for themselves, while at the same time, teachers are creating their own expectations for those students. Teacher might be portraying those expectations onto the students without realizing the impact that they are having on the

Essential Question: Is your Catholic Identity showing? Does my Catholic Identity go beyond the school walls?

4 and Fig. 5 show the drop in total* motivation and types of motivation across marks achieved in the mid-year exams respectively. Fig. 4 shows a strong correlation to a linear regression line with an R2 value of 0.998. This would suggest that motivation has some impact on the process of learning. Fig. 5 shows the same as Fig. 4 except it is divided into both intrinsic and extrinsic motivation. Intrinsic motivation fits a linear regression model to a higher degree than extrinsic motivation, 0.92 to 0.82 respectively. This would suggest that there is more of a correlation between intrinsic motivation and academic learning than extrinsic motivation, however both appear to have some influence on the process of learning. This would suggest that intrinsic motivation has a larger impact on learning than being rewarded extrinsically through means of reinforcement and punishment. However there still appears to be an impact of extrinsic methods of motivation. This suggests that academic learning would be more effective when the person is intrinsically motivated in the learning

I learned a very important concept through this course which is called the self- fulfilling prophecy. In the education system, the self-fulfilling prophecy is important to understand because some teachers may use it. The expectations teachers have about their students influence how they behave toward them, which influences the student’s motivation and performance. The article by Riley & Underleider (2008) talked about how the self-fulling prophecy can have a long period effect on students (p.384). As a future practicing teacher, I learned, encouraging high expectations for all students especially students with exceptional needs is important. Even if the student has not met all the expectations at least as a teacher you know you tried.

The purpose of this study was to test how choice, cognition, emotion and motivation affect the students’ performance. GPA was selected to be a specific form of academic performance. We predicted that all the four mediators had positive relationship with students’ GPA. In this study, high GPA group perform well

Establishing high expectations in the classroom is an essential component of building successful student experiences. Do not under estimate their abilities. Students rise to the occasion when working with teachers who push them. I will make sure to set high expectations but not too high that become impossible to achieve. I’ve found from my short time in Mrs. Jones room that kids love to be challenged. They accept challenges and work extremely hard to meet any expectations set forth by the teacher.

Figure 1 shows the dependent variables which are Academic Motivation and Group Belongingness and the independent variable is the Type of Students which are categorized into: Regular students and Irregular students. Based on the literature, the researchers hypothesized that the type of student affects academic motivation and group belongingness. Regular students are more academically motivated and are most likely to feel a sense of belongingness compared to irregular students.

When children are put into educational facilities, they get a chance to connect and surround themselves with others of the same age group. Schools can also have significant influence on a person’s individuality as well as peer groups, which influence a student’s academic integrity greatly. A student will not perform well no matter what the case is, if there is negative influence from his peers and their school environment. They affect a person’s attitude, personality in a positive or negative manner.

Teachers play a pivotal role in shaping the behaviour and educational success of students and as such they carry a huge responsibility in the classroom. Everything the teacher says or do has a great impact on students’ lives as students depend on the teacher for guidance, for determining acceptable and social behaviour in the classroom and more importantly their learning and academic success. In addition, the role played by the teacher in fostering students learning causes them to exhibit certain attitudes which could have a long lasting negative or positive influence on students. Based on research it was surmised that high teacher expectation mean that the teacher believe that the student is a high-achiever and the dynamics