Factors in Academic Achievement

Document Type


Publication Date

April 2010

Faculty Sponsor

Dr. M. Rose Barlow


This study looks at differences in teacher expectations and how they affect academic performance. Participants were Psychology 101 students. This was a matched paired, repeated measures design. Participants were given academic tasks to complete. They were then matched into two equal groups. The experimental group was told they did exceptionally well, and that they were expected to again. The control group was not told anything about expectations of future scores, or results from previous tasks. Both groups were then given similar academic tasks. To determine whether expressed expectations affected performance, a t-test compared difference scores between the control and experimental groups. Further research should address these issues more closely.

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