An observational study of teachers' expectancy effects and their mediating mechanisms on students in physical education activity classes

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Patricia Barbara Crowe (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Gail Hennis

Abstract: The purpose of this study was to identify specific and differential teacher behaviors that affect student behavior based on Rosenthal's Four Factor Theory (1974). Rosenthal's four variables included Climate, Feedback, Output and Input. An additional variable, Touch, was included as a fifth factor. These variables were used to identify teachers' differential treatment of students according to the teachers' expectations, and to identify students' differential responses according to the teachers' expectations (high or low). Four different physical education activity classes were selected for observational study. Teachers were asked to rank their students (total group in each class) in order of their physical achievement or skill potential. The rankings were used as the criterion measure of the teachers' expectations for their students' performance in physical education. Three judges, trained in the use of the Brophy and Good Interaction Analysis System (1969), observed 96 (24 students from each class) junior high school students on six separate days within a two-week period. Forty-eight of the students were designated as high achievers and 48 of the students were designated as low achievers.

Additional Information

Language: English
Date: 1977
Physical education and training $x Study and teaching
Interaction analysis in education
Physical education teachers $x Attitudes

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