打开成绩提升枢纽：高等教育教师期望的关联作用

周 晓妍
澳门大学

摘要

在教育高质发展的背景下，教师期望俨然成为推动学生学业成绩提升的核心要素。本研究从教师期望的来源和类
型出发，着力探究高等教育阶段教师期望对学生学业影响的作用机制，试图打破传统教育期望效应的学段壁垒，探究其在
高等教育场域下的演化规律；并针对 AI 时代，提出教师期望和学生成绩的研究方向和发展启示。

关键词

教师期望 高等教育教师期望 学业成绩 AI 时代教育发展

参考

[1]Rosenthal, R., & Jacobson, L. (1968). Pygmalion in

the classroom: Teacher expectation and pupils’ intellectual

development. Holt, Rinehart & Winston.

[2]OECD. (2019). TALIS 2018 results (Volume II):

Teachers and school leaders as valued professionals. OECD

Publishing.https://doi.org/10.1787/19cf08df-en(https://doi.

org/10.1787/19cf08df-en)

[3]Wang, H., & Gao, X. (2021). Supervisor expectation

and graduate research productivity: Evidence from Chinese

universities. Studies in Higher Education, 46(8),1624–1639.

https://doi.org/10.1080/03075079.2019.1704723(https://doi.org/1

0.1080/03075079.2019.1704723)

[4]Zaki, J. (2021). Neurocognitive basis of growth mindset

effects. Nature Neuroscience, 24(10),1378–1384. https://doi.

org/10.1038/s41593-021-00913-6(https://doi.org/10.1038/

s41593-021-00913-6)

[5]Zhang, L., & Zheng, Y. (2020). Metacognitive strategy

training under differential teacher expectations: A three-year

longitudinal study. Educational Psychology Review, 32(3), 745–

769.https://doi.org/10.1007/s10648-020-09536-y(https://doi.

org/10.1007/s10648-020-09536-y)

[6]Vygotsky, L.S. (1978). Mind in society: The development

of higher psychological processes (M. Cole et al., Eds.). Harvard

University Press.

[7]Hofmann, W., et al. (2023). Classroom participation

inequity: The hidden effect of teacher implicit bias. Journal

of Educational Psychology, 115(2), 231–247. https://doi.

org/10.1037/edu0000789(https://doi.org/10.1037/edu0000789)

[8]Jones, S.M., & Kahn, J. (2017). The evidence base for how

learning happens. AmericanEducator,41(4),16-21. https://www.

aft.org/ae/winter2017-2018/jones_kahn(https://www.aft.org/ae/

winter2017-2018/jones_kahn)

[9]Porfeli, E.J., & Lee, B. (2022). Career development

expectations in secondary education: Linking teacher beliefs to

student course-taking. Journal of Career Development, 49(4),

923–939. https://doi.org/10.1177/08948453211003315

[10]Benson, P.L., et al. (2020). Sustained impact of

value-based teaching expectations on youth civic engagement.

Developmental Psychology, 56(10), 1896–1908. https://doi.

org/10.1037/dev0001103(https://doi.org/10.1037/dev0001103)