敎師期待와 學生期待가 學業成積에 미치는 效果 = Effects of Teacher Expectancy and Student Expectancy on Academic Achievement

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of teacher expectancy and student expectancy on academic acievement.
The hypotheses to be tested were stated as follows: 1) There will be a difference in academic achievement between high-and low-level teacher expectancy of student expectancy on intellectual competence of students or teacher. 2) There will be an interaction effect between levels of teacher expectancy and student expectancy on intellectual competence. 3) There will be a difference in academic achievement between high-and low-level teacher and student expectancy on affective attitudes of students or teacher. 4) There will be an interaction effect between levels of teacher expectancy or student expectancy on affective attitudes. 5) There will be a difference in academic achievement between high-and low-level teacher expectancy or student expectancy on overall behaviors including intellectual competence and affective attitudes. 6) There will bean interaction effect between levels of teacher expectancy and student expectancy on overall behaviors.
The subjects of this study were 180 middle school students, and they were randomly assigned to 12 conditions according to high-and low-level of teacher expectancy and student expectancy: 1) high-high level, 2) high-low level, 3) low-high level, and 4) low-low level.
The measuring instruments used for study were as follows: 1) Teacher Expectancy Test reconstructed by referring An Analysis Table of Solomon & Kandal and A List of Sears. 2) Student Expectancy Test constructed by referring An Index of Teacher Efficiency of Kim Ch'ung-Haeng. 3) Academic achievements of mathematics (March, April, and May). To test the hypothesesA 2 (teacher expectancy: high and low) ×2(student expectancy: high and low) ×(3) (academic achievements of mathematics: March, April, and May) ANOVA was applied.
The main findings of the study were as follows: 1) Teacher expectancy on intellectual competence, affective attitudes and overall behaviors of students affects academic achievements of students. 2) Student expectancy on intellectual competence and overall behaviors of teacher affects academic achievements of students. 3) There were no significant interaction effect between teacher expectancy and student expectancy on intellectual competence, affective attitudes, and overall behaviors of students or teacher.