Factors in Academic Achievement: Correlations Between Clearly Expressed Expectations From a Figure of Authority, Academic Achievement, and Self-Concept

This study builds on knowledge of the interactions of teacher expectations, self-concept and academic achievement. Participants were Psychology students (N =21) fourteen female, and seven male. Their age ranged from eighteen years old to forty-six years old. This was a matched paired, repeated measures design. Participants were given academic tests then matched into two equal groups. The treatment group was told they did exceptionally well, and that they were expected to do well again. The control group was not told anything about their previous performance or what was expected of them. Both groups were given similar tests as before. We hypothesized that the treatment group would show a greater improvement in part two of this study than the control group. The hypothesis was not supported, t (16.31) = 1.122, p = 1.36, n.s.. We also hypothesized that participants who scored higher on selfconcept would have higher scores on the tests. This hypothesis was supported in some areas with various correlations