| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 10442456 | Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology | 2005 | 10 Pages |
Abstract
Previous research set in both educational and sport settings has examined the relationship between, teacher's and coach's expectancies and differential behaviors issued to students and athletes. The purpose of the present study was to extend this line of research by analyzing consequences of a not much studied pre-existing expectation (i.e. non induced) - the one related to motivation - on the frequency, content, and style (i.e. controlling vs. autonomy-supportive) of interactions between PE teacher and his pupils. 144 pupils and their teachers from 7 classes were examined during physical education classes. The teacher's expectancies were assessed at the beginning of the academic cycle. Teacher-students interactions were taped and systematically coded with two instruments at 4 different occasions. Results showed that teacher's expectancies were related (1) positively to technical instruction and autonomy-supportive style, and (2) negatively to negative affective feedback and controlling style. These different dimensions could constitute important mediators of Pygmalion effect in PE.
Related Topics
Social Sciences and Humanities
Psychology
Applied Psychology
Authors
P. Sarrazin, D. Trouilloud, D. Tessier, J. Chanal, J. Bois,