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