{"id":48981,"date":"2019-08-09T16:25:47","date_gmt":"2019-08-09T23:25:47","guid":{"rendered":"http:\/\/world.edu\/?p=48981"},"modified":"2019-08-09T16:26:36","modified_gmt":"2019-08-09T23:26:36","slug":"teachers-expectations-help-students-to-work-harder-but-can-also-reduce-enjoyment-and-confidence-new-research","status":"publish","type":"post","link":"https:\/\/world.edu\/teachers-expectations-help-students-to-work-harder-but-can-also-reduce-enjoyment-and-confidence-new-research\/","title":{"rendered":"Teachers\u2019 expectations help students to work harder, but can also reduce enjoyment and confidence \u2013 new research"},"content":{"rendered":"

\"\"
\nFor many students,\u00a0pressure and expectation<\/a>\u00a0are just another part of the school experience. There is pressure to perform certain tasks, conform to uniform standards and to achieve one\u2019s full potential. Then there are\u00a0the expectations<\/a>\u00a0\u2013 that students will do their homework, turn up on time, and perform to the best of their ability.<\/p>\n

Pressure is even higher when expectations are accompanied by threats of repercussions, teacher disappointment, low grades, or being reprimanded. Indeed, researchers have found that \u201ccontrolling behaviour\u201d from teachers is\u00a0linked with lower student interest<\/a>.<\/p>\n

Although much research has focused on students\u2019 motivation and the role of positive and nurturing expectations by teachers, not much is known about how students experience \u201cpressure expectations\u201d. Nor do we know much about how these pressure expectations happen in real-time, such as the tasks students \u201chave to do\u201d and the things their teachers \u201cwant them to do\u201d \u2013 from lesson to lesson, day to day.<\/p>\n

Our latest research<\/a>\u00a0has looked at just this and found that teachers\u2019 pressure expectations can lead to students working harder \u2013 but that this increased effort comes at a cost to some students.<\/p>\n

Under pressure<\/h4>\n

In our study<\/a>, we asked 231 students in year five and six classes in UK schools, to report on their learning experiences once in each lesson, each day for one week. In each lesson, students reported on why they were doing the task at hand. The response options were, \u201cI enjoyed it\u201d, \u201cI chose to do it\u201d, and \u201cI was interested in it\u201d. These would be classed as \u201cautonomous motivation\u201d in that students themselves wanted to carry out the task. Students could also select \u201cI had to do it\u201d and \u201cmy teacher wanted me to do it\u201d. These would be classed as \u201cpressure expectations\u201d.<\/p>\n

Students also reported on how hard they were working, and how confident they felt about what they learned. Teachers reported how involved they were with each student in their class, detailing how much time they spent with each student, and how much attention they gave each student.<\/p>\n

We found the higher the pressure expectations in a lesson, the harder students worked in subsequent lessons. But our research also found that students reported enjoying these lessons less \u2013 and felt less confident in that particular subject.<\/p>\n

Our research also showed that if students enjoyed their tasks in the previous lesson of a particular subject, it seems teachers picked up on this and relaxed their pressure expectations in the following lesson. But this actually went on to have the effect of students then reducing their subsequent effort \u2013 demonstrating a somewhat complex and dynamic relationship between teacher pressure expectations and students\u2019 effort, enjoyment and confidence.<\/p>\n

Breaking free<\/h4>\n

Of course, realistically, some students might need a little bit of a push at times to get started, to get tasks done, or to work harder. But as our results show, too much pushing can lead students to feel demotivated or less confident. In the long run, a reasonable\u00a0balance between pressure and reassurance<\/a>\u00a0seems desirable, otherwise exhaustion and disaffection could take over \u2013 which can eventually lead to lower academic performance.<\/p>\n

Indeed,\u00a0research<\/a>\u00a0shows that teachers who place less emphasis on the realities of deadlines, task completion, and expectations, and place more emphasis on students\u2019 perspectives \u2013 so getting to know students, their values and thoughts \u2013 are able to better identify students\u2019 needs, interests and preferences and provide meaningful learning goals by using relevant and enriched activities.<\/p>\n

So instead of relying on controlling language, teachers should aim to provide understandable goals, frame upcoming lessons clearly and explain things concisely. Teachers would also benefit from acknowledging negative feelings in the classroom \u2013 telling students it\u2019s okay to feel tired or nervous.<\/p>\n

Teachers can also look to\u00a0provide supportive reassurance<\/a>\u00a0in everyday interactions with students, using praise and encouragement to help students reach their full potential. All of which hopefully will help students to feel more supported and enable them to achieve their full potential in the classroom.<\/p>\n

Author Bios: Lars-Erik Malmberg is a Professor of Quantitative Methods in Education at the University of Oxford and Andrew J. Martin is a Scientia Professor and Professor of Educational Psychology at UNSW<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

For many students,\u00a0pressure and expectation\u00a0are just another part of the school experience. There is pressure to perform certain tasks, conform to uniform standards and to achieve one\u2019s full potential. Then there are\u00a0the expectations\u00a0\u2013 that students will do their homework, turn up on time, and perform to the best of their ability. Pressure is even higher […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":48982,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[295359],"coauthors":[11733],"class_list":["post-48981","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-teacher-expectations"],"acf":[],"yoast_head":"\nTeachers\u2019 expectations help students to work harder, but can also reduce enjoyment and confidence \u2013 new research - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/teachers-expectations-help-students-to-work-harder-but-can-also-reduce-enjoyment-and-confidence-new-research\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Teachers\u2019 expectations help students to work harder, but can also reduce enjoyment and confidence \u2013 new research - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"For many students,\u00a0pressure and expectation\u00a0are just another part of the school experience. 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