Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement.

Autor/inn/en	Friedrich, Alena; Flunger, Barbara; Nagengast, Benjamin; Jonkmann, Kathrin; Trautwein, Ulrich
Titel	Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement. Gefälligkeitsübersetzung: Pygmalioneffekte im Unterricht: Effekte von Lehrererwartungen auf die Mathematikleistung von Schülern.
Quelle	In: Contemporary educational psychology, (2015) 41, S. 1-12Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2014.10.006
Schlagwörter	Erwartung; Selbstkonzept; Grundschule; Lehrer; Schüler; Pygmalion-Effekt; Mathematik; Leistung
Abstract	Examined the effects of teachers' expectations regarding student and class level achievements and the potentially mediating role of students' self-concept on math achievement. The Pygmalion effect was examined using a longitudinal multilevel framework with 73 math teachers and their 1,289 fifth-grade students (mean age 10 years) from the lowest track of the German school system. Measures included teacher reports regarding students' competence in math, an adapted version of the mathematical abilities subscale of the Self-Description Questionnaire (SDQ), student self-reports, math grades, a standardized math test, and the Fig. Analogies subscale of the Cognitive Ability Test 4-12. Results of a multilevel regression analyses showed that teachers' expectations were positively associated with students' math achievement at the end of the school year. No link was found between teachers' average expectancies of their class's competence and student achievement. Future studies should explore which research strategies yield more insight regarding expectancies for whole classes. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3