{"id":947,"date":"2022-11-02T23:02:00","date_gmt":"2022-11-02T21:02:00","guid":{"rendered":"https:\/\/support.centreforelites.com\/self-fulfilling-prophecy\/"},"modified":"2024-03-25T10:23:47","modified_gmt":"2024-03-25T08:23:47","slug":"self-fulfilling-prophecy","status":"publish","type":"post","link":"https:\/\/support.centreforelites.com\/en\/self-fulfilling-prophecy\/","title":{"rendered":"The Self-Fulfilling Prophecy Theory"},"content":{"rendered":"\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_82_2 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<label for=\"ez-toc-cssicon-toggle-item-69d910c01fd5f\" class=\"ez-toc-cssicon-toggle-label\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/label><input type=\"checkbox\"  id=\"ez-toc-cssicon-toggle-item-69d910c01fd5f\"  aria-label=\"Toggle\" \/><nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/support.centreforelites.com\/en\/self-fulfilling-prophecy\/#The_concept_of_self-fulfilling_prophecy\" >The concept of self-fulfilling prophecy<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/support.centreforelites.com\/en\/self-fulfilling-prophecy\/#Applications_of_self-fulfilling_prophecy\" >Applications of self-fulfilling prophecy<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/support.centreforelites.com\/en\/self-fulfilling-prophecy\/#Sources_of_teachers_Expectations\" >Sources of teachers\u2019 Expectations<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/support.centreforelites.com\/en\/self-fulfilling-prophecy\/#Effects_of_teachers_expectations_on_learners_performance\" >Effects of teachers\u2019 expectations on learners\u2019 performance<\/a><\/li><\/ul><\/nav><\/div>\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"The_concept_of_self-fulfilling_prophecy\"><\/span><span style=\"font-size: 14.6667px;\">The concept of self-fulfilling prophecy<\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">The concept of self-fulfilling prophecy was defined by Wool folk, A. (2013:538) as a groundless expectation that is confirmed because it has been expected. It is a tendency for our expectation to foster the behaviour that is consistent with our expectation.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span><\/span><\/p>\n\n\n\n<figure class=\"wp-block-image\"><a href=\"https:\/\/i0.wp.com\/pixfeeds.com\/images\/41\/606211\/640-self-fulfiling-prophecy.png?ssl=1\"><img data-recalc-dims=\"1\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/pixfeeds.com\/images\/41\/606211\/640-self-fulfiling-prophecy.png?ssl=1\" alt=\"The Self-Fulfilling Prophecy Theory\" title=\"SELF- FULFILLING PROPHECY\"\/><\/a><\/figure>\n\n\n\n<div style=\"clear: both; text-align: center;\"><span><\/span><\/div>\n\n\n\n<p><span><br><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\"><br><\/span><\/span><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\"><a href=\"https:\/\/en.wikipedia.org\/wiki\/Robert_K._Merton\" target=\"_blank\" rel=\"noopener\">Robert Merton<\/a> is credited for coining the term and formalizing its structure and consequences. <\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\">Robert K. Merton, born as Meyer Robert Schkolnick, was an American Sociologist, born on the 4th of July, 1910 in Philadelphia USA. He changed his name to Robert K. Merton which evolved out of a teenage career as an amateur magician. He went to South Philadelphia High School, then Temple University. He taught at universities such as Harvard, Temple, Tulane and many others. He spent most of his career teaching at Columbia University, where he attained the rank of University Professor.&nbsp;<\/span><\/p>\n\n\n\n<p>\n<\/p>\n\n\n\n<figure class=\"wp-block-image\"><a href=\"https:\/\/i0.wp.com\/www.thefamouspeople.com\/profiles\/images\/robert-k-merton-1.jpg?ssl=1\"><img data-recalc-dims=\"1\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/www.thefamouspeople.com\/profiles\/images\/robert-k-merton-1.jpg?ssl=1\" alt=\"Robert King Merton &amp; SELF- FULFILLING PROPHECY\" title=\"Robert King Merton\"\/><\/a><\/figure>\n\n\n\n<div style=\"clear: both; text-align: center;\"><\/div>\n\n\n\n<p><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><br><\/span><\/p>\n\n\n\n<p><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\">He was named the university\u2019s highest academic rank. Merton died on the 23rd of Feb. 2003 in New York at the age of 92. He developed notable concepts such as <b><i>unintended consequences<\/i><\/b>, the reference group, etc. but perhaps he is best known for having created the terms <b><i>\u2018Role Model\u2019<\/i><\/b> and <b><i>\u2018Self-Fulfilling Prophecy\u201d. <\/i><\/b><\/span><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Merton (1968) defines it with an example and said \u2018when Maria falsely believes her marriage will fail her fears of such failure actually cause the marriage to fail.\u2019 <\/span><\/span><span><span lang=\"EN-US\" style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; letter-spacing: -0.05pt; line-height: 115%; mso-fareast-language: EN-US;\">The self-fulfilling prophecy <\/span><\/span><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">is, in the beginning, a false definition of the situation evoking a new behaviour which makes the original false conception come true.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span style=\"font-family: &quot;Times New Roman&quot;,serif; mso-ansi-language: EN-GB;\">Merton\u2019s concept of the self-fulfilling prophecy stems from the Thomas theorem, which states that \u2018<i>if men define situations as real, they are real in their consequences\u2019<\/i>. According to the theorem, people react not only to the situations they are in, but also and often primarily, to the way they perceive the situations and to the meaning they assign to these perceptions. Therefore, the behaviour is determined in part by their perception and the meaning they ascribe to the situations they are in, rather than the situations themselves. Once people convince themselves that a situation really has a certain meaning, regardless of whether it actually does, they will take real actions in consequence.<o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span style=\"font-family: &quot;Times New Roman&quot;,serif; mso-ansi-language: EN-GB;\">Merton applied the concept to a social phenomenon where he conceives of a bank which becomes insolvent as a result of a rumour that it was insolvent. The bank was not insolvent but the rumour of insolvency caused a sudden demand of withdrawals by too many customers, causing the bank to become insolvent and declare bankruptcy. Merton concludes that public definitions of a situation (prophecies or predictions) become an integral part of the situation and thus affect subsequent developments. The rumoured insolvency of the bank did affect the actual outcome. The prophecy of collapse led to its own fulfilment.<\/span><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Self-fulfilling prophecy is usually considered negative, but it can also be positive. When it is positive, it is called <\/span><\/span><span><span lang=\"EN-US\" style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; letter-spacing: -0.05pt; line-height: 115%; mso-fareast-language: EN-US;\">the Pygmalion effect. <\/span><\/span><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">An example of the <\/span><\/span><span><span lang=\"EN-US\" style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; letter-spacing: -0.05pt; line-height: 115%; mso-fareast-language: EN-US;\">Pygmalion effect <\/span><\/span><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">is demonstrated in that classic study conducted by Rosenthal and Jacobson, to demonstrate the power of expectations to create reality. The teachers were told falsely that the predictions had been determined by testing done earlier that year. The teachers\u2019 expectations for those randomly chosen students caused them to treat them (students) differently, providing better and more feedback, asking more questions etc. and this resulted in better academic performance, thus fulfilling the prophecy of academic excellence that was made. So this is the Pygmalion effect because the self-fulfilling prophecy was positive.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\">When we experience a self-fulfilling prophecy, we are experiencing a <\/span><span><span lang=\"EN-US\" style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; letter-spacing: -0.05pt; line-height: 115%; mso-fareast-language: EN-US;\">cognitive error. Cognitive error <\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\">is when our mind convinces us of something that is not actually true. We assume that something will happen, and when it does, we assume we were right, but we do not attribute the result to our behaviour which is what actually caused that something to happen.<o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">The term <\/span><\/span><span><span lang=\"EN-US\" style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; letter-spacing: -0.05pt; line-height: 115%; mso-fareast-language: EN-US;\">expectations <\/span><\/span><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">refer to strong beliefs that something will happen or will be the case. <\/span><\/span><span><span lang=\"EN-US\" style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; letter-spacing: -0.05pt; line-height: 115%; mso-fareast-language: EN-US;\">Sustaining expectation effect <\/span><\/span><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">is the maintaining of a student\u2019s performance at a certain level as teachers do not recognise improvements.<o:p><\/o:p><\/span><\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Applications_of_self-fulfilling_prophecy\"><\/span><span><b><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Applications of self-fulfilling prophecy<\/span><\/b><\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Self-fulfilling prophecy has been applied in many disciplines outside the classroom, for example in sports, in literature, in the European fairy tales and many more.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span><b><i><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">The <a href=\"https:\/\/www.centreforelites.com\/en\/types-and-properties-of-matter-2\/\" title=\"\">Law of Attraction<\/a><\/span><\/i><\/b><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">, the newest thought, is another typical example of self-fulfilling prophecy. It is the name given to the belief that \u2018like attracts like\u2019 and that by focusing on positive or negative thoughts, one can bring about positive or negative results. According to this law the beliefs in mind affect someone\u2019s intentions which make the expected results happen.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><\/span><\/p>\n\n\n\n<p><span><b><i><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Narrowing the concept to the classroom<\/span><\/i><\/b><\/span><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">, two types of expectation effects can be observed. <o:p><\/o:p><\/span><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">The first one is where the teacher\u2019s beliefs about the students\u2019 abilities have no basis but the students\u2019 behaviour comes to match the initially inaccurate expectation such as in the study conducted by Rosenthal and Jacobson.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">The second kind of expectation effect occurs when the teachers are fairly accurate in their initial reading of students\u2019 abilities and respond to students appropriately, for example the teacher can observe the behaviour of a student at the beginning of the school term and through that observation the teacher can form correct expectations which might come to fruition by the end of the term.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\">However, the problem comes when the \u2018<i>sustaining expectation effect\u2019<\/i> falls into place, where students show some improvement but the teachers do not change their expectations to take account of the improvement. This, as already mentioned, is the sustaining expectations effects. Some students are more likely than others to be recipients of sustaining expectations. For example withdrawn children provide little information about themselves, so teachers may sustain their expectations about these children for lack of new in information<o:p><\/o:p><\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Sources_of_teachers_Expectations\"><\/span><b><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\">Sources of teachers\u2019 Expectations<\/span><\/b><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Teachers form expectations from various sources. These sources may include <o:p><\/o:p><\/span><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span><span lang=\"EN-US\" style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">intelligence test scores. If these test scores are not interpreted correctly, the teachers may form wrong expectations. <o:p><\/o:p><\/span><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span><span lang=\"EN-US\" style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Gender is another source of teacher expectation. The teacher may assume more problems for boys and higher academic achievement for girls. <o:p><\/o:p><\/span><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Notes from previous teachers, medical or psychological reports in students\u2019 files can also be sources of teacher expectation.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span><span lang=\"EN-US\" style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Prior knowledge about family members of the student can also be a source of teacher expectation. <o:p><\/o:p><\/span><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span><span lang=\"EN-US\" style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Appearance is another source of expectation. The teacher may have higher expectations for attractive students and low expectations for unattractive ones.<o:p><\/o:p><\/span><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Previous achievements of the student can also be a source.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span><span lang=\"EN-US\" style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Socioeconomic status is another source. Research has shown that self-fulfilling prophecy tends to be stronger for students from low socioeconomic status. <o:p><\/o:p><\/span><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Race and Ethnicity, and the actual behaviour of the student can make the teacher form expectations.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Teachers can form expectations basing on the student\u2019s after-school activities. They tend to hold high expectations for students who participate in <a href=\"https:\/\/en.wikipedia.org\/wiki\/Extracurricular_activity\">extracurricular activities<\/a> than for those that do nothing after school. Some teachers hold expectations at the class level.<\/span><\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Effects_of_teachers_expectations_on_learners_performance\"><\/span><span><b><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Effects of teachers\u2019 expectations on learners\u2019 performance<\/span><\/b><\/span><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Even though teacher expectations can affect student achievement, the effects are modest on average and tend to go away over the years. The low-expectation students can actually reject those expectations and convince the teachers that their expectations are wrong by producing quality work or behaving differently.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">It has been observed that the effects of expectations depend on the age of the students. The younger students are more susceptible while the older students are susceptible to the sustaining expectations.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">It also depends on how differently the teacher treats the high and low-expectation students. Basing on the expectations, some teachers may use different instructional strategies and also have different relationships with students.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Self-fulfilling prophecy as already mentioned is a process by which one&#8217;s expectations about another person eventually lead the other person to behave in ways that confirm these expectations.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">There are four steps to self-fulfilling prophecy. <o:p><\/o:p><\/span><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span><span lang=\"EN-US\" style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">The first step; the perceiver has expectations about how the target will behave. <o:p><\/o:p><\/span><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span><span lang=\"EN-US\" style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Second step; the perceiver then behaves in a way that is likely to elicit the expected target behaviour. <o:p><\/o:p><\/span><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span><span lang=\"EN-US\" style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">The third step; the target indeed behaves in a way that confirms the perceiver\u2019s expectations. <o:p><\/o:p><\/span><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">And finally the fourth step, the perceiver sees the predicted behaviour.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">The following is an example to illustrate the above. A teacher who thinks that a student in his class is gifted may ask the student more challenging questions and praise the student than the other students in the class. This may result in the student achieving better grades than the other students in the class.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Similarly your professor expects you to do well and she spends extra time with you preparing for the exam, so you get an \u2018A\u2019.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Another example outside the classroom; a coach expects his freshmen to be uncoordinated and unskilled, so he does not play them often and when he does they are \u2018rusty\u2019 and do not perform well, thus fulfilling his expectations of <i>\u2018uncoordinated and unskilled\u2019.<\/i><\/span><\/span><i><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/i><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Some teachers show their expectations as they are teaching. For example they would divide the students into ability groups and assign work to both groups. To the low achieving group, group \u2018B\u2019, the teacher passes remarks like, \u2018group B will have difficulties with this task\u2019. With such remarks the teacher is actually telling group B that they are incapable and expects them not to do well.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">While for group A, the high <a href=\"https:\/\/kanyarwandamugisha.blogspot.com\/2022\/11\/expectancy-theory-of-motivation.html\" target=\"_blank\" rel=\"noopener\">expectation<\/a> students, some activities may become inappropriate and boring especially when they are ready for more challenging work but the teacher will not give them an opportunity to try it because she or he thinks they cannot handle it. In both cases, the teacher makes her or his expectations clear, thus the low expectations and the sustaining <a href=\"https:\/\/kanyarwandamugisha.blogspot.com\/2022\/11\/expectancy-theory-of-motivation.html\">expectations <\/a>respectively.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Teacher-student interactions affect the students greatly. Students who are expected to achieve tend to be asked more and harder questions. They are given more chances and a longer time to respond. They are interrupted less often than students who are expected to do poorly.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Some expectations are positive while others are negative. Negative teacher expectation can be very detrimental to the students. So to avoid the negative effects of teacher expectations, Woolfolk (2013:540) indicate that the teachers could apply the following measures;<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Use information about students from tests, cumulative folders, and other teachers very carefully. For examples they must avoid reading folders early in the year, be critical and objective about the reports they hear from other teachers and be flexible in their expectations for a student\u2019s label or else the judgment might be wrong.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">The teachers must be flexible in their use of grouping strategies. Review of students\u2019 work must be done often and experiment with new groupings, using different groups for different subjects and using mixed-ability groups for different subjects.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">It is also important that the teachers provide both challenge and support. High expectations must come with academic and emotional support for students\u2019 struggles because holding high standards without providing a warm environment is merely harsh. A warm environment without high standards lacks &#8216;backbone&#8217;.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Teachers must be especially careful about how they respond to low-achieving students during class discussion. For example give prompts, cues and enough time to answer. Give ample praise for good answers. Call on them as often as high achievers.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">They must be cautious with the material they use materials ensure that it shows a wide range of ethnic groups.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">They should ensure that their teaching does not reflect racial, ethnic or sexual stereotypes or prejudice. For example use a checking system to be sure they call on and include all students. Monitor the content of the tasks they assign. Do boys get the hard math problems to work at the board? Do they avoid having students with limited English give oral presentation?<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">The teachers must be fair in <a href=\"https:\/\/support.centreforelites.com\/en\/master-monitoring-and-evaluation-in-5-minutes\/\">evaluation<\/a> and disciplinary procedures. For example make sure equal offenses receive equal punishment and also try to grade student work without knowing the identity of the student.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Communicate to all students that you believe they can learn and mean it. For example return papers that do not meet standards with specific suggestions for improvements. If students do not have the answers immediately, wait, probe and then help them think through an answer.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Involve all students in learning tasks and in privileges. For example use some system to make sure you give each student practice in reading, speaking and answering questions. Keep track of who gets to do what job. Are some students always on the list, whereas others seldom make it?<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><!--[if !supportLists]--><span style=\"font-family: Symbol; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;\">\u00b7<span style=\"font-family: &quot;Times New Roman&quot;; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <\/span><\/span><!--[endif]--><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Teachers must monitor their nonverbal behaviour. For example do you lean away or stand farther away from some students? Do some students get smiles when they approach their desk, whereas others get only frowns? Does the tone of voice vary with different students?<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">The above measures could help teachers avoid the negative effects of teacher expectations and treat all the students fairly. Differences in treatment towards low-expectation students may make the students behave accordingly, fulfilling the teachers&#8217; predictions or staying at an expected level of achievement.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">We can think of self-fulfilling prophecy as a circular pattern in the sense that our actions towards others will impact their beliefs about us, which dictates or causes their actions towards us, which then reinforces our beliefs about ourselves. This in turn influences our actions towards others, which brings us back to the beginning of the cycle. This pattern can be negative but it can also be positive.<\/span><\/span><span style=\"font-family: &quot;Times New Roman&quot;,serif; font-size: 11pt; line-height: 115%;\"><o:p><\/o:p><\/span><\/p>\n\n\n\n<p><span><span lang=\"EN-US\" style=\"font-size: 11pt; line-height: 115%; mso-fareast-language: EN-US;\">Merton concluded that the only way to break the cycle of self-fulfilling prophecy is by redefining the propositions on which its false assumptions are originally based.<o:p><\/o:p><\/span><\/span><\/p>\n\n\n\n<p> <span><span style=\"font-size: 9.5pt; line-height: 107%; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA; mso-fareast-font-family: &quot;Times New Roman&quot;;\">In the same vein teachers having low expectations for some students should go back to the source of their expectations and redefine the propositions on which those expectations are originally based because their low-expectations greatly affect the students\u2019 achievement. The high-achievers might benefit but they could also be subjected to the sustaining expectations.<\/span><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The concept of self-fulfilling prophecy was defined by Wool folk, A. 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Unlike Maslow, Vroom does not concentrate on needs as motivational factors, but rather he focuses on outcomes.","rel":"","context":"In &quot;Theories of Motivation&quot;","block_context":{"text":"Theories of Motivation","link":"https:\/\/support.centreforelites.com\/en\/category\/theories-of-motivation\/"},"img":{"alt_text":"EXPECTANCY THEORY OF MOTIVATION","src":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/vroom-Expectancy-Theory.jpg?fit=1100%2C568&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/vroom-Expectancy-Theory.jpg?fit=1100%2C568&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/vroom-Expectancy-Theory.jpg?fit=1100%2C568&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/vroom-Expectancy-Theory.jpg?fit=1100%2C568&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/vroom-Expectancy-Theory.jpg?fit=1100%2C568&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":965,"url":"https:\/\/support.centreforelites.com\/en\/carol-gilligans-different-voice-and-the-morality-of-caring\/","url_meta":{"origin":947,"position":1},"title":"CAROL GILLIGAN\u2019S \u201cDIFFERENT VOICE\u201d AND THE MORALITY OF CARING","author":"centreforelites","date":"November 2, 2022","format":false,"excerpt":"\u00a0Carol Gilligan\u2019s 1982 book \u201cIn a Different Voice\u201d is now a classic in psychological literature. In it Gilligan challenged psychology for its narrow sexism in studying (in most cases) men and then generalising their results to both genders.","rel":"","context":"In &quot;Moral Development&quot;","block_context":{"text":"Moral Development","link":"https:\/\/support.centreforelites.com\/en\/category\/moral-development\/"},"img":{"alt_text":"CAROL GILLIGAN\u2019S \u201cDIFFERENT VOICE\u201d AND THE MORALITY of Caring","src":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/CAROL-GILLIGANS-DIFFERENT-VOICE-AND-THE-MORALITY-scaled.jpg?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/CAROL-GILLIGANS-DIFFERENT-VOICE-AND-THE-MORALITY-scaled.jpg?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/CAROL-GILLIGANS-DIFFERENT-VOICE-AND-THE-MORALITY-scaled.jpg?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/CAROL-GILLIGANS-DIFFERENT-VOICE-AND-THE-MORALITY-scaled.jpg?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/11\/CAROL-GILLIGANS-DIFFERENT-VOICE-AND-THE-MORALITY-scaled.jpg?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":794,"url":"https:\/\/support.centreforelites.com\/en\/psychoanalytic-theory-on-career-choice-5-factors\/","url_meta":{"origin":947,"position":2},"title":"Psychoanalytic Theory on Career Choice &#8211; 5 Factors","author":"centreforelites","date":"April 18, 2022","format":false,"excerpt":"The psychoanalytic theory views career choice in terms of the individual and how he\/she operates in isolation in the choice of his career. Basically, the system of psychoanalysis involves the mechanism of sublimation which provides an acceptable way for an individual to release portions of his psychic energies that would\u2026","rel":"","context":"In &quot;Blog&quot;","block_context":{"text":"Blog","link":"https:\/\/support.centreforelites.com\/en\/category\/blog\/"},"img":{"alt_text":"Psychoanalytic Theory on career choice","src":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Psychoanalytic-Theory-on-career-choice.png?fit=480%2C300&ssl=1&resize=350%2C200","width":350,"height":200},"classes":[]},{"id":1070,"url":"https:\/\/support.centreforelites.com\/en\/psychoanalytic-theory-on-career-choice-5-factors-2\/","url_meta":{"origin":947,"position":3},"title":"Psychoanalytic Theory on Career Choice &#8211; 5 Factors","author":"centreforelites","date":"April 15, 2022","format":false,"excerpt":"\u00a0The psychoanalytic theory views career choice in terms of the individual and how he\/she operates in isolation in the choice of his career. Basically, the system of psychoanalysis involves the mechanism of sublimation which provides an acceptable way for an individual to release portions of his psychic energies that would\u2026","rel":"","context":"In &quot;Guidance and Counselling&quot;","block_context":{"text":"Guidance and Counselling","link":"https:\/\/support.centreforelites.com\/en\/category\/guidance-and-counselling\/"},"img":{"alt_text":"Psychoanalytic Theory on career choice","src":"https:\/\/i0.wp.com\/0701.static.prezi.com\/preview\/v2\/o3rspvzbczqymvypb3ahxbqgh76jc3sachvcdoaizecfr3dnitcq_3_0.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":1051,"url":"https:\/\/support.centreforelites.com\/en\/theories-of-business-ethics\/","url_meta":{"origin":947,"position":4},"title":"3 Theories of Business Ethics","author":"centreforelites","date":"April 21, 2022","format":false,"excerpt":"This article examines three theories of business ethics. There are a good number of theories in Business ethics, but here we shall focus our attention on the major three of them. 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