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The Study on the Characteristics of Children Perceived Teacher Expectations and Its Influence on Self Control

Author: ManJing
Tutor: YangLiZhu
School: Liaoning Normal University
Course: Developmental and Educational Psychology
Keywords: children perceived teacher expectation teacher expectation self control mediating effect cultivation
CLC: G444
Type: PhD thesis
Year: 2013
Downloads: 167
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Abstract

Self control is the core concept of construction of personality. To investigate theinfluence factors of self control has always been the focus of researches in this field. But theresearchers rarely from the perspective of teachers and students to explore the development ofself-control. In recent years, students perceived teacher expection as a cognitive factorsbetween teacher expectation and student behavior has received more and more attentions.There are few researches on recessive factors which has mediating effect. The present studyexplore the role of cognitive factors which in the transmission process of teacher expectationand explore the structures and developmental characteristics of children perceived teacherexpectation and the influence to the children self-control. According to the structures ofchildren perceived teacher expectation, we designed training program of teacher expectation.We have tried to help teachers master effective ways of expressing expectation to children andthrough field experiments to prove that cultivating children perceived teacher expectationwhether can improve children’s self control.The present paper contains four studies:Study One: The investigation of the structures of children perceived teacher expectationand the formation of children’s perceived teacher expectation questionnaire. Based oncombing and modifying preliminary studies, we explored the structures of children perceivedteacher expectation and draw up children perceived teacher expectation questionnaire. Thenwe also examined the questionnaire‘s reliability and validity.Study Two: The developmental characteristics of children perceived teacher expectation.In order to explore the gender and age characteristics on each dimension and total scores, weadopted the children perceived teacher expectation questionnaire.Study Three: The influence of children perceived teacher expectation and teacherexpectation on self control. Former studies discussed the influence of teacher expectations onchildren‘s self control. But we supposed that children perception of teacher expectations workmediating effect. This study investigated this assumption.Study Four: The cultivation of children’s perceived teacher expectations on the impact of self control experiment research. This study adopted field experimentation to cultivatechildren perceived teacher expectation. We used self control factors as the criterion anddiscussed whether cultivation of children perceived teacher expectation can improve the levelof children’s self control.The present study through questionnaire method and interview method, adopted factoranalysis, multiple regression, mediating effect analysis advanced statistical methods and so on.The main conclusions were drawn as follow:1. The structure of children perceived teacher expectation include four dimensionality:attitude and feedback, strengthen and evaluation, opportunity and privilege, support andadvise.2. The children perceived teacher expectation questionnaire has superior split-halfreliability, internal consistency reliability, content validity and construct validity.3. Children’s perceived teacher expectation showed a downward tendency with theincrease of age, the age from4to5years old is the critical period.4. In general, gender differences were very significant indicating that the developmentallevel of girls‘perceived teacher expectation was much higher than boys‘. Boys and girlsperceived teacher expection developmental tendency were consistent.5.3and4aged children perceived teacher expectation did not impact mediating effect onteacher expectation and self control. Five aged children perceived teacher expectation did notimpact completely mediating effect on teacher expectation and self control. These resultsindicating that although the age from4to5years old is the critical period of childrenperceived teacher expectation,5aged children just have relatively correct cognitive level.6. The level of children perceived teacher expectation through cultivation can beimproved. While in the process of natural development,3and4aged children’s perceivedteacher expectations have not worked positive effects on self control, through this cultivationcan improve the level of children perceived teacher expectation, thereby affecting self control.7. Experimental intervention on high, middle and low expectation groups of children’sself control had different impactions. The intervention had extremely significant influence on middle and low expectation group; a part of factors had significant influence on highexpectation group.

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