Literaturnachweis - Detailanzeige
| Autor/in | Rose, Bruce J. |
|---|---|
| Titel | A Cognitive and Communications System of Behavior. |
| Quelle | (1977), (70 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Behavior Rating Scales; Bias; Classroom Communication; Cognitive Processes; Communication (Thought Transfer); Expectation; Information Theory; Interaction Process Analysis; Models; Responses; Self Concept; Student Behavior; Student Teacher Relationship; Teacher Attitudes |
| Abstract | This research examined the nature of the "self-fulfilling prophecy" by investigating how the gradual accumulation of information and the relationship of the source and content of information may affect teachers' perceptions and ratings of trust, social ability, and academic ability of individual students. The study sought to answer two primary questions: (1) Do teachers as a group use new information to readjust their expectancies of students rather than form quick and stable expectancies on the basis of a few initial cues? and (2) Are some information sources held in higher esteem than others by teachers and, if so, what influence does this information have on the expectancy that is formed by the teachers? The study emerged from the Cognitive Information Processing/Social Interaction (CIP/SI) model, which considers the source/content dyad and the context as components of the system by which humans develop expectancies. Information content and source are manipulated in order that both their independent and interactive effects can be measured. Subjects were 240 elementary inservice teachers in Kentucky. Teachers were asked to rate a hypothetical student on three opinion or attitude scales of (1) trust, (2) social ability, and (3) academic ability. The rating took place after the viewing of a silent videotape of a child in a classroom situation and again after successive bits of information were added to the situation. The data analyses revealed evidence that suggests that teachers as a group constantly use new information to readjust their expectancies of students. Question two was not answered. (A summary of an extensive literature review on bias expectancies is included). (MM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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