INFLUENCE OF TEACHER EXPECTATION BIAS ON STUDENT MOTIVATION, ACADEMIC SELF-CONCEPT, AND ACHIEVEMENT

Abstract

Although teachers' expectations do play an important role in the educational experiences of students, the effects of perceived underestimation should be investigated in view of psychological characteristics and previous levels of achievement. The current study examines the relationship perceived negative teacher expectations with the academic motivation and academic self-concept and their effects on academic achievement in the higher secondary education by students. The design used was quantitative with cross sectional type with the number of samples of respondents of students between grade XI and XII aged 16 years– 19 years totaling 400 number of respondents. Descriptive statistics, Pearson correlation and multiple linear regression analyses were performed, with age, gender, grade, SES, and prior achievement entered as covariates. Perceived negative expectations were negatively correlated with motivation (r=−.572, p< .001), self-concept (r=−.670, p< .001) and current achievement (r=−.657, p< .001). Adjusted analyses confirmed negative associations for motivation (B=−0.360; 95% CI [−0.443, −0.278]) and self-concept (B=−0.461; 95% CI [−0.536, −0.387]). Each 1 point increment in expectation score equated to an additional 1.537 percentage points decrease in achievement (95% CI [−2.733, −0.342]; p=.012) in the achievement model. The positive correlation of the criteria of motivation and self-concept with achievement were 4.270 and 5.375 percentage points respectively. There were 39.0%, 50.4%, and 72.8% variance accounted for by the models for motivation, self-concept, and achievement respectively. Results indicate that perceived negative teacher expectations correlate positively with less positive psychological and educational outcomes beyond background variables. The findings indicate that more research is necessary on classroom activities involving perceived underestimation. However, the cross-sectional study design also precludes causal conclusions, and it is simply students' perceptions that prove teacher bias. Multilevel analysis, teacher-report and classroom observation should be included in longitudinal research to explain temporal relationships and to determine the effectiveness of educational interventions.