Rosenthal and Jacobson

when teachers expected more from their students, their iqs increased

independent variable: whether teachers were told the student had a high iq and were going to bloom

experimenter bias

factors that mediated the effect of teachers expectations on students’ growth

• teachers instilled more confidence in the students, increasing their self-efficacy

• younger subjects were more malleable and more likely to be influenced by the teacher

• expecting the students to be right and making them a model, giving more positive attention and creating more opportunities

• more challenging tasks

• labeled the students

• teachers of young students have different teaching styles - more student centered, more reinforcement

self-fulfilling prophecy - because they were expected to grow, they did

Maloney and Beilock

antecedents of math anxiety:

• math anxiety develops early

• related to teacher dispositions towards math (social influence)

• kids who don’t have strong foundations in math are more math anxious

• gender influences: female teachers’ attitudes are more contagious to female students

how to reduce math anxiety:

• have students write out their anxieties

• reconstrue anxious symptoms as arousal, not as something negative

impacts of anxiety:

• decreases motivation

• decreases self-efficacy