Teachers' and psychologists' ratings of children's potential performance in reading and mathematics are influenced by selected information in referral statements read prior to having objective test scores or rating scales for evaluation. (JMF)

Suggestions for improving affective factors in remedial reading programs include conveying positive expectations, encouraging student perceptions of success, and maximizing individual achievement. (MKM)

Course evaluations analyzed to discover factors affecting learning indicate that expectations, learning style, and personality are major factors. It is suggested that learning is strongly influenced by these student characteristics and parallel factors in courses and teachers. (MSE)

A comparison was made between older youth and a sample of retired elderly relative to response confidence in a multiple-choice task situation. Analysis indicated that both age groups utilized feedback effectively over the two retention conditions and that both groups expressed similar levels of confidence for the specific task. (Author)

Data from questionnaires returned by entering freshman women at one university indicate that the women have positive expectations of support and encouragement in their academic-vocational pussuits. Many perceive, however, that there are limited expectations for them in terms of their future professional contributions. (Author)

Compares parental expectations for their epileptic children with those held for their non-epileptic children. (CM)

Reviews research on notetaking in terms of encoding and external storage hypotheses, test mode expectancy, and individual differences. (JEG)

Results suggest that Puerto Rican and Black males aspire to enter higher level careers followed by Anglo males. These adolescents' career expectations increase as their levels of socioeconomic status increase. Career choice attitude maturity increased with their grade level. (Author/BEF)

Results of a study of teacher rankings of reading readiness suggested that teacher rankings are as reliable as reankings using the Metropolitan Readiness Tests; the results did not indicate that teacher expectations of student achievement can be altered. (FL)

Proposes that expectancy measures, when adapted for use in counseling research and practice, can eliminate problems associated with the traditional use of interest inventories. Assessment of additional variables ordinarily contained in measures of work-related perceptions based on expectancy theory might alleviate shortcomings traditionally…

Fourteen experimental studies were reviewed using linear model of Berger et al. The model fits the data from these experiments remarkably well. These results demonstrate the utility and apparent validity of this theory of status-organizing processes. (Author/RD)

Focuses on selecting learning experiencing which allow students direct involvement in the discussion of issues most important to them. Reports research findings from a 1971 study of marital role expectations of high school students in a large Alberta city and outlines teaching strategies which utilize this data. (Author/RK)

Previous approaches to impression formation from verbal information are discussed. A "holistic reference" approach is presented which proposes that a person first calls to mind the reference of the verbal description as a whole, and then evaluates that reference. (Editor)

Results from a study of 352 Finnish and Polish 17-year olds show that girls are more likely to expect success in education, and that vocational students express lower probability of success in future occupations. Results overall suggest that educational track remains a significant stratifying factor in time of social change in both countries. (SLD)

Considers what influences the idealistic preconceptions (or fantasies) of student English teachers. Examines various models, found in journal articles, movies, Socrates and Plato, and in this very journal. Examines two books that helped the author reformulate his ideals and find new, more satisfying models. (SR)