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Anxiety and Teacher Expectations

  • Rosenthal and Jacobson

  • when teachers expected more from their students, their iqs increased

  • independent variable: whether teachers were told the student had a high iq and were going to bloom

  • experimenter bias

  • factors that mediated the effect of teachers expectations on students’ growth

    • teachers instilled more confidence in the students, increasing their self-efficacy
    • younger subjects were more malleable and more likely to be influenced by the teacher
    • expecting the students to be right and making them a model, giving more positive attention and creating more opportunities
    • more challenging tasks
    • labeled the students
    • teachers of young students have different teaching styles - more student centered, more reinforcement

  • self-fulfilling prophecy - because they were expected to grow, they did

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  • Maloney and Beilock

  • antecedents of math anxiety:

    • math anxiety develops early 
    • related to teacher dispositions towards math (social influence)
    • kids who don’t have strong foundations in math are more math anxious
    • gender influences: female teachers’ attitudes are more contagious to female students

  • how to reduce math anxiety:

    • have students write out their anxieties
    • reconstrue anxious symptoms as arousal, not as something negative

  • impacts of anxiety:

    • decreases motivation
    • decreases self-efficacy