@article{oai:nagoya.repo.nii.ac.jp:00002318,
 author = {原岡, 一馬 and HARAOKA, Kazuma},
 journal = {名古屋大學教育學部紀要. 教育心理学科},
 month = {Dec},
 note = {In this experiment, five hypotheses were set up as follows : 1) How pupils perceive teacher's expectations of their performance, would correlate to their own expectations of it. 2) Pupils who performed well on the test, would attribute their test results to their abilities or efforts, and those who performed poorly would attribute them either to luck or the difficulty of the test. 3) Pupils who perceived their teacher's expectations of them to be high, would be apt to attribute their test results to their own efforts but not to luck. 4) Pupils who had high expectations of their own performance, would attribute their test results to their efforts, but not to luck. And those who had low expectations of their own performance would attribute them to luck but not to their efforts. 5) Pupils who attributed their test results to their efforts, would have high motivation to study, but those who attributed them to luck would have low motivation to study. Subjects were 216sixth grade elementary school pupils consisting of 166males and 100females. The experiment was administered in the following five stages : (1) Pre-experimental test, (2) Experimental Math test, (3) Feedback on test results (4) Measuring the attribution of the test results (5) Measuring motivation to study. The results of the experiment may be summarized as follows : (1) Pupils who perceived teacher's expectations to be high, also had high expectations of their own performance. And those who perceived teacher's expectations to be low, had correspondingly low expactations of their performance. (2) Pupils who performed well on the test, attributed their performance to their efforts or abilities, while those who performed poorly, attributed them to luck. (3) Pupils who perceived teacher's expectations to be high, attributed their performance to their efforts, and those who perceived them to be low attributed them to luck. (4) Pupils who had high expectations of their own performance, attributed their test results to their efforts, not to luck. On the other hand, those who had low expectations attributed them to luck, not to their efforts. From the results of this experiment, it is assumed that pupils' self-expectations will depend on their teacher's expectations of them, and in turn, the self-expectations will influence the evaluations of their performance, and then, their self-expectations and the evaluations of their performance will in turn influence their attributions of the cause of the test results. Finally, the pupils' motivation to study will be influenced by the causal attributions of their performance., 国立情報学研究所で電子化したコンテンツを使用している。},
 pages = {1--13},
 title = {<原著>教師期待の認知と成績の帰属および動機づけ},
 volume = {34},
 year = {1987}
}