Teachers' differential behavior

Babad, Elisha

doi:10.1007/bf01320223

Cited by 157 publications

(94 citation statements)

References 61 publications

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“…According to this view, children are aware of teachers' differential interactions with students and use this information in forming judgments of children's competencies and desirability as a friend. In support of this view, even young children are aware of teachers' differential interactions with students and use this information to make accurate inferences regarding the teachers' attitudes toward and liking for students (Babad, 1993;Birch, 1997;Brattesani, Weinstein, & Marshall, 1984;Jussim, 1986;Weinstein, Marshall, Sharp, & Botkin, 1987). If classmates form judgments about a child's characteristics and likeability on the basis of their perceptions of the teacher's interactions with the child, teacher-student relationship quality may have little influence on how next year's classmates respond to the child.…”

Section: Social Relatedness and Classroom Engagementmentioning

confidence: 99%

Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis

Hughes

Kwok

2006

Journal of School Psychology

206

150

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Participants were 360 (52.2% male) ethnically diverse and academically at-risk first-grade children attending one of three school districts in southeast and central Texas. Using latent variable structural equation modeling, we tested a theoretical model positing that the quality of the teacher-student relationship in first grade predicts children's peer acceptance the following year, controlling for children's previous externalizing problems and peer acceptance. We also expected that children's classroom engagement would mediate the effect of teacher-student relationship quality on peer acceptance. The hypothesized model provided a good fit to the data. Engagement fully mediated the effect of teacher support on subsequent peer acceptance. Neither ethnicity nor gender moderated the mediation findings.

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Section: Social Relatedness and Classroom Engagementmentioning

confidence: 99%

Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis

Hughes

Kwok

2006

Journal of School Psychology

206

150

View full text Add to dashboard Cite

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“…The supervisors can create differences in favor of "high expectations" at the socio-emotional climate they establish during pedagogical interactions. They seem to establish a warm and comforting environment with students (or sportsmen) they perceive competent: they are more flexible, encouraging, appreciative, attentive and smiling (e.g., Babad et al, 1982;Babad, 1993).…”

Section: The Teacher's Expectationsmentioning

confidence: 99%

“…In fact the teacher can maintain the same number of interactions (or communications) with two students, but he is very critical even repressive with one and positive, warm and close with the other. In other words, the differences may relate to the content (Jussim et al, 1998;Trouilloud & Sarrazin, 2003;Sarrazin, Trouilloud, Tessier, Chanal, & Bois, 2005) and/or style (Babad, 1993) of interaction. Therefore understanding these two variables appear as a relevant perspective.…”

Section: Motivation Expectations and Communication Frequencymentioning

confidence: 99%

Motivation Expectations and Motivational Styles Adopted by the Physical Education Teacher towards His Students: A Study in a Natural Context of Teaching and Learning

Melliti¹,

Zarrouk²,

Souissi³

2016

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The effects of the teacher's expectations on students' motivation remain an area of investigation where the results are still controversial. This article presents the main results of a study on the relationship between motivation expectations of Physical Education (PE) teachers and the behaviors exhibited toward their students in a natural context of PE teaching in Tunisia (gymnastics cycle). The theoretical framework is based on three categories of work: 1) the work on the "Pygmalion effect", 2) research relating to self-determination theory and classroom interactions expressed by quantity, content and the style of verbal communication between teachers and students, and 3) the work examining the links between teachers' initial expectations towards the students and these interactions. The objective of this study is to analyze the consequences of pre-existing and lightly studied expectations regarding the motivation on the frequency, content and motivational style (i.e., controlling vs. autonomy-supportive) interactions that a PE teacher has with students. Seven hundred and thirty students from all classes of second cycle basic education and their thirty teachers were observed during gymnastics classes. The teachers' motivation expectations and self-determination index of students were measured at the beginning of the cycle. The teacher-student interactions were recorded during each session (50 minutes) corresponding to a teacher (thirty sessions on the whole) and encoded using two instruments. The main results show that: a) teachers have expressed more communications with high expectations than low ones; b) the teachers' expectations are positively related to technical instructions and autonomy-supportive style and negatively to unfavorable affective feedback and a controlling style. These different dimensions mentioned above make up important mediators of "Pygmalion effect" that certain studies have noted in PE.

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“…For example, teachers tend to dislike aggressive and disruptive students and prefer students who are high-achieving, hard-working, and display prosocial behavior (Babad, 1993;Birch & Ladd, 1998;Wentzel & Asher, 1995). Teacher preference appears to be highly stable during the academic year, with 6-month correlations of .58-.65 (Mercer & DeRosier, 2008).…”

mentioning

confidence: 91%

A prospective investigation of teacher preference and children's perceptions of the student–teacher relationship

Mercer¹,

DeRosier²

2009

Psychology in the Schools

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This study investigated teacher preference, the degree to which a teacher likes a specific student, as a predictor of students' perceptions of teacher preference as well as conflict and support in the student -teacher relationship. Child and teacher reports of teacher preference and child reports of conflict and support were provided in the fall and spring of one academic year. Participants included 1,104 fourth-grade students in 10 schools. Results indicated that teacher preference predicted change in children's perceived teacher preference. In addition, lower levels of teacher preference directly predicted higher subsequent levels of conflict, but not support. Because teacher preference and children's perceptions of teacher preference were related, lower levels of teacher preference also indirectly predicted higher levels of conflict and lower levels of support. Discussion focuses on the implications of the findings from a dyadic systems conceptualization of student -teacher relationships. C 2009 Wiley Periodicals, Inc.

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Teachers' differential behavior

Abstract: KEY WORDS: teacher expectancy; classroom processes; teacher behavior; student perceptions.Train the lad in the way he ought to go.

Cited by 157 publications

References 61 publications

Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis

Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis

Motivation Expectations and Motivational Styles Adopted by the Physical Education Teacher towards His Students: A Study in a Natural Context of Teaching and Learning

A prospective investigation of teacher preference and children's perceptions of the student–teacher relationship

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