What You Expect Is What You Get. Rosenthal, R., SL, Jacobson, L,. (1966) Teachers’ expectancies: Determinates of pupils; IQ gains. Psychological Reports, 19, 115-118. 1.Identify the research question(s) and the hypothesis 2, Discuss the the methods of gathering data by the researchers 3. Describe the following experimental components: Independent variable, Dependent variable, Experimental group and Control group, 4, Summarize the results 5, Discuss the authors interpretation of the results (Discussion section)
The study conducted by Rosenthal and Jacobson in 1966, titled “Teachers’ expectancies: Determinants of pupils’ IQ gains,” is a seminal work in the field of educational psychology. This research aimed to investigate the effects of teacher expectancies on pupils’ intellectual development. In this essay, we will analyze the study by addressing the research question, hypothesis, data collection methods, experimental components, results, and the authors’ interpretation of the findings.
Research Question: The primary research question of this study was whether teachers’ expectations of pupils’ intellectual potential could influence the pupils’ actual intellectual development.
Hypothesis: The hypothesis posited that teachers’ expectations could significantly impact pupils’ intellectual gains. Teachers who had higher expectations for their students would lead them to achieve higher IQ gains compared to those whose teachers had lower expectations.
The researchers administered a nonverbal IQ test (the Harvard Test of Inflected Acquisition) to students at the beginning and end of the school year to measure IQ gains.
To assess teachers’ expectations, they conducted a “Harvard Test of Teacher Expectancy,” which was essentially a personality test that disguised its purpose, thus avoiding response bias.
Independent Variable: The independent variable in this study was the teachers’ expectations for their students. Teachers were categorized into two groups based on their “expectancy scores” – high-expectancy teachers and low-expectancy teachers.
Dependent Variable: The dependent variable was the students’ IQ gains measured by the Harvard Test of Inflected Acquisition.
Experimental Group: The high-expectancy teachers’ group served as the experimental group as they were expected to positively influence their students’ IQ gains.
Control Group: The low-expectancy teachers’ group served as the control group to provide a baseline for comparison with the experimental group.
The study’s results indicated that students of high-expectancy teachers showed greater IQ gains compared to students of low-expectancy teachers.
Specifically, nearly 30% of the students labeled as “late bloomers” by the researchers (based on their initial test scores) from the high-expectancy group made significant IQ gains.
The authors interpreted the results as evidence of the self-fulfilling prophecy in the classroom. They suggested that teachers’ expectations could influence their interactions with students, resulting in students living up to these expectations. In the case of high-expectancy teachers, students received more support, encouragement, and effective teaching methods, which contributed to their intellectual development.
The study highlighted the powerful impact of teacher expectancies on students’ intellectual growth, underscoring the importance of creating a positive and supportive educational environment.
In conclusion, Rosenthal and Jacobson’s study addressed the research question of whether teachers’ expectations influenced pupils’ intellectual development, with the hypothesis that they did. The study used IQ tests to measure outcomes and personality tests to assess teachers’ expectations. The results showed a significant impact of high teacher expectations on students’ IQ gains, supporting the self-fulfilling prophecy theory. The authors’ interpretation emphasized the crucial role of teacher expectancies in shaping students’ educational outcomes and the need for fostering positive teacher-student relationships in education.
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