教师期望的强大影响:一个叙事审查
Christine M Rubie-Davies1,2, John A Hattie3
1School of Learning, Development and Professional Practice, Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand.
Journal of the Royal Society of New Zealand
|December 16, 2024
概括
教师的信仰显著影响学生的成绩. 这篇评论强调了偏见的教师,那些区分学生或抱有低期望的教师,如何在学生成绩上产生巨大的负面自我实现预言效应.
科学领域:
- 教育心理学教育心理学
- 社会心理学 社会心理学
背景情况:
- 教师的期望可以创造自我实现的预言,影响学生的成绩.
- 了解适度这些影响的特定教师信仰对于教育干预至关重要.
研究的目的:
- 系统地审查和综合有关教师信仰的研究,以适度教师期望对学生的影响.
- 识别和分析与不同类型的教师信仰相关的期望效应的大小.
主要方法:
- 采用了叙事审查方法,重点研究了检查教师信仰及其与学生成果的联系的研究.
- 一项广泛的文献搜索确定了三个关键研究人员 (Babad,Weinstein,Rubie-Davies),他们在多项研究中系统地调查了这些现象.
主要成果:
- 持有刻板印象信仰的教师表现出大量负面的自我实现预言效应 (效应大小d=0.92).
- 在高成绩和低成绩之间有显著差异的教师表现出相当大的期望效应 (效应大小d=0.85).
- 与高期望教师相比,低期望的教师表现出较大的负面影响 (效果大小d=0.87).
结论:
- 教师对学生能力和治疗的信念持续且显著地适度期望效应.
- 鉴定的教师信仰类型显示出大而可比的效果大小,强调了它们在教育中的实际重要性.
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