Studentsʹ self-concept in relation to perceived differential teacher treatment

The purpose of this research was to replicate and extend Babadʹs [Journal of Educational Psychology, 82, 683–690 (1990b)] study on studentsʹ and teachersʹ perceptions of teacher behavior directed to good and not-so-good students. Babadʹs work addressed the question of teachersʹ awareness of their own differential behavior. Differences between studentsʹ and teachersʹ perceptions were interpreted by this author as evidence of the teachersʹ unwillingness to admit that they have negative feelings toward low-achieving students. On the whole, Babadʹs findings have been replicated in the present study. Students and their teachers agreed that low-achieving students get more teacher help and support and less pressure. With regard to praise and criticism, however, teachers and students held opposing views. Furthermore, studentsʹ perceptions of their own treatment were found to be related to teacher expectancy (the expectancy based on teachersʹ interactions with their students) as well as to studentsʹ school self-concept.