i-manager Publications

The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions

Jennifer Chandrasegaran*, Padmakumari P.**

* PhD Scholar, Department of Psychology, CHRIST (Deemed to be University), Bengaluru, Karnataka, India.

** Associate Professor, Department of Psychology, CHRIST (Deemed to be University), Bengaluru, Karnataka, India.

Periodicity:May - July'2018
DOI : https://doi.org/10.26634/jpsy.12.1.14639

Abstract

A positive teacher-student relationship has for long been considered, a developmental asset for children from kindergarten to high school (Birch & Ladd, 1997). Such a relationship is usually characterised by less conflict and increased understanding between both. Students who enjoy a supportive relationship with their teachers, achieve at higher levels and are better accepted by classmates (Ladd et al., 1999). The purpose of the present study was to understand the role of self-fulfilling prophecies in the field of education. Self-fulfilling prophecies are an integral aspect of teacher-student interactions. The participants for the study included ten teachers and ten students from grades 8 to 10. Data was collected using semi-structured, in-depth interviews, to explore how teachers perceived their expectations, predictions, labels, and comments to have self-fulfilling prophecy effects on students and, how students believe it impacts various aspects of their school life. The data obtained was analysed using thematic analysis. The findings of the study indicated that teachers' expectations, predictions, labels, and comments are influenced by several key classroom factors and have a significant impact on the personal, social, psychological, and academic facets of a student's life.

Keywords

Self-fulfilling Prophecies, Teacher-student Relationships, Teacher Expectations

How to Cite this Article?

Chandrasegaran, J., and Padmakumari, P.(2018). The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions. i-manager’s Journal on Educational Psychology, 12(1), 8-18. https://doi.org/10.26634/jpsy.12.1.14639

References

[1]. Berg, Y. (2010, September 14). The Power of Words [Blog post]. Retrieved from http://www.huffing tonpost com/yehuda-berg/the-power-of-words _ 1_b_716183.html?ir=India&adsSiteOverride=in

[2]. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61-79.

[3]. Boser, U., Wilhelm, M., & Hanna, R. (2014). The power of the Pygmalion effect: Teachers’ expectations strongly predict college completion. Center for American Progress. Retrieved from https://www.americanprogress. org/issues/education/report/2014/10/06/96806/thepower- of-the-pygmalion-effect/

[4]. Brehm, S., & Kassin, S. (1996). Social Psychology (3 Ed.). Houghton Mifflin Company.

[5]. Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75(5), 631-661.

[6]. Capel, S., Leask, M., & Turner, T. (1999). Learning to Teach in Secondary School: A Companion to School Experience. London: Routledge.

[7]. Diamond, J. B., Randolph, A., & Spillane, J. P. (2004). Teachers' expectations and sense of responsibility for student learning: The importance of race, class, and organisational habitus. Anthropology and Education Quarterly, 35(1), 75-98.

[8]. Dornbusch, S. M., Glasgow, K. L., & Lin, I. C. (1996). The social structure of schooling. Annual Review of Psychology, 47, 401-429.

[9]. Good, T. L., & Brophy, J. E. (2000). Looking in th Classrooms (8 Ed.). New York:Harlow : Longman.

[10]. Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39(4), 289-301.

[11]. Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Known and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9(2), 131-155.

[12]. Ladd, G. W, Birch, S. H., Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70(6), 1373- 1400. Retrieved from http://www.ncbi.nlm.nih.gov/ pubmed/10621962

[13]. Madon, S., Jussim, L., & Eccles, J. (1997). In search of the powerful self-fulfilling prophecy. Journal of Personality and Social Psychology, 72(4), 791-809.

[14]. Sadker, M. P., & Sadker, D. M. (2005). Teachers, th Schools and Society (7 Ed.). New York: McGraw-Hill.

[15]. Sullivan, C., Gibson, S., & Riley, S. (2012). Doing Your st Qualitative Psychology Project (1 Ed.). Sage Publications Ltd.

If you have access to this article please login to view the article or kindly login to purchase the article

Single Article

	North Americas,UK, Middle East,Europe		India	Rest of world
	USD	EUR	INR	USD-ROW
Online	15	15

ADD TO CART

Options for accessing this content:

If you would like institutional access to this content, please recommend the title to your librarian.
If you already have i-manager's user account: Login above and proceed to purchase the article.
New Users: Please register, then proceed to purchase the article.