A Behavioral Analysis of Teacher Expectancy Effect

1188 Words3 Pages

In 1969, Donald H. Meichenbaum, Kenneth S. Bowers, and Robert R. Ross replicated a study of the remarkable Expectancy Effect study from Robert Rosenthal. Rosenthal had conducted numerous studies with a hypothesis of confirming that one person’s expectations affect another’s behavior, which is also referred as the self-fulfilling prophecy. This hypothesis was also used by Meichenbaum, Bowers, and Ross in their experiment. Under the Behavioral Analysis of Teacher Expectancy Effect study, 14 adolescent female offenders were examined over a period of a month. Six were chosen to be identified as “late bloomers” to their four teachers. During the study, the late bloomers improved significantly higher on objective exams, but not in subjective. However, their behavior in class improved as well. The observations of the teacher-pupil interactions during the 2 week expectancy period revealed that the instructions affected significantly and increased on the positive interactions among the late bloomers. The study conducted by Meichenbaum, Bowers, and Ross has several differences than Rosenthal’s study. Firstly, they created a different study with only 14 female adolescent offenders that were institutionalized in a training school. Secondly, the training school had limited time of two weeks under expectancy effect. Therefore they were graded based on objective test, subjective tests, and measures in their behavior instead of IQ change. Thirdly, the teachers had known the students prior to the study and had created their own expectancies of the girls’ intellectual capabilities. The study may have several differences, but the general aspects of examining the behavior of teacher expectancy and the effect of the academic performance on the adolesc...

... middle of paper ...

...dolescent girls to select the Late Bloomers. This certainly reduces the likelihood that an experiment’s result will be due to preexisting differences between groups, that is, each girl has the equal opportunity to be chosen by chance. However, a con of the study would be the two experimental groups of the expectancy division. As a reader analyzing the study, having to interpret both changes in the subdivisions of the expectancy group was tedious and confusion. Overall, this study clearly demonstrated a good example of self-fulfilling prophecies utilizing the appropriate measures and methodology procedures.

Works Cited

Meichenbaum, D. H., Bowers, K. S., & Ross, R. R. (1969). A behavioral analysis of teacher expectancy effect. Journal of personality and social psychology. (Vol. 13(4), pp. 306-316). Ontario: US: American Psychological Association.

Open Document