As hypothesized, academic failure produced greater discrepancies between parental expectancy and children's achievement among high socioeconomic status (SES) children than among low SES children, and decreased self-regard among the former but not the latter. Furthermore, relatively low academic achievement was associated with weakened self-concept…

The effects of peer modeling and adult instruction, singly and in combination, on the adoption of an advocated strategy for problem-solving and on subsequent speed and accuracy, were examined in school children who had reported high or low expectations of success on the problem-solving task (WISC Block Design). (Editor)

Graduate students completed questionnaires containing either past performance information alone or past performance information and aptitude scores for a hypothetical student. Low aptitude scores led to greater ability attributions, regardless of performance. High aptitude scores led to greater effort attributions given poor performance and to…

Extends previous research (Clifford & Walster, 1973) on the relationship between pupils' physical attractiveness and teacher expectations. Examines the extent to which the length of time that a student-teacher has been in university mediates this relationship. (Author/R K)

Teachers rated responsibility and expected performance of first and second grade students. Actual classroom interaction was observed; high or low expectation was related to teacher praise or criticism. Other relationships between teacher expectation, perceived personal responsibility, teacher rating of responsibility, and teacher feedback behavior…

Post high school expectancies of high school students were compared to their high school grades in a longitudinal study. The results clearly indicate that the causal ordering is from grades to expectancies, rather than the reverse. (Author/JKS)

This paper reports an investigation into the expectations on which third form pupils based their choices of subjects to study for "0" level and CSE examinations, and compares these with the criteria which fourth year pupils suggested that the third years ought to take account of in choosing their subjects. (Editor)

Results of a national survey of pupil expectations of teachers' classroom behaviors are analyzed according to respondents' race, sex, socioeconomic status, and fathers' occupations. (GW)

Subjects with first names that teachers considered desirable differed significantly from children with undesirable names, on variability, flexibility of self-description, conflict, personality integration, expectations and aspirations about achievement behavior, and standardized achievement scores. (Author/BW)

Investigated were the effects of learning potential and teacher expectancies on the IQ, school achievement, and teacher ratings of 58 educable mentally retarded students (7-15 years old). (CL)

In this statement prepared for an orientation program for incoming law students, focus is on the general objectives of legal training and on student expectations. (LBH)

Are there different evaluative perceptions among groups of student teachers completing a variety of special and demanding student teaching projects? Are satisfaction levels higher or lower for pre-service teachers who serve in ethnic minority communities? This exploratory 1975 study attempted to answer those questions by focusing on possible…

This research reexamines the expectancy-improvement data from an earlier study showing significant correlation with 10 of 15 measures of patient improvement and patient expectancy. (Editor/RK)

Applies R. Edmonds' five factors for elementary school improvement to a goal-setting process at Callaway High School in Jackson, Mississippi. The goals and objectives involve instructional leadership and focus, a safe and orderly school environment, high expectations for students, and program evaluation. Outlines the decision-making process and…

Sixty-four 10- to 12-year-olds (N=64), identified as gifted, average, or educable mentally retarded (EMR), were administered tasks in which failure/success were manipulated. Assessment indicated that gifted students credited success to low task difficulty, had initially high expectations which lowered following failure, and persisted more with…