The Effect of Teacher Expectation to Students’ Intrinsic Motivation

DOI

10.2991/assehr.k.220131.027How to use a DOI?

Keywords

Teacher expectation; Students’ intrinsic motivation

Abstract

The question of how teacher expectations affect students is still unclear, especially the impact on students’ intrinsic motivation. This paper explored the question by discussing the effects of teacher expectation on students’ intrinsic motivation and how it affects students. Reviewing previous studies found that teacher expectations were positively but moderately associated with students’ intrinsic motivation. Teacher expectation effect students firstly by Good and Brophu’s teacher expectation process model. Secondly, based on Rosenthal’s four-factor model, teacher expectation and be showed by classroom atmosphere, teaching feedback, teaching input and classroom output, these factors will affect students’ intrinsic motivation and academic performance. Thirdly, a teacher can affect students’ academic motivation by a series of psychological mediation. Finally, teacher expectation can affect students’ sense of control and self-concept, attribution, and self-efficiency are three main factors. Future research can explore teacher expectations on different ages and gender to refine the extent of influence. Also, because of the development of distance education, researchers were also able to explore whether students’ intrinsic motivation changed because of online teaching.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Chuantong Shan
PY  - 2022
DA  - 2022/02/01
TI  - The Effect of Teacher Expectation to Students’ Intrinsic Motivation
BT  - Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)
PB  - Atlantis Press
SP  - 153
EP  - 160
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220131.027
DO  - 10.2991/assehr.k.220131.027
ID  - Shan2022
ER  -