Teacher Suspiciousness of Experimenter's Intent and the Meditation of Teacher Expectancy Effects

Abstract

In a study of the factors mediating teachers' expectations for their pupils' performance, five of the twenty teachers expressed suspiciousness of experimenters' intent in telling teachers that certain pupils were "especially bright." We examined the effects of this suspiciousness upon teachers' behavior toward their pupils and the resulting behavior of the pupils. Results showed that teachers not expressing suspiciousness tended to treat their "especially bright" students more warmly while suspicious teachers reversed this tendency, treating their "ordinary" students more warmly. It was also found that each group of teachers obtained relatively faster responses from their "preferred" (as reflected in their warmth) group of students and more hesitant responses from their less preferred group. Also, while teachers not expressing suspiciousness allowed their "especially bright" students more time to think when unsure of the answer than their "ordinary" students, the suspicious teachers reversed this pattern. The attenuating effects on experimental results of suspicious subjects is discussed in light of these findings.