抄録
This study investigated the dynamic relationship between a child's perception of the teacher's expectation of his/her academic performance, the child's own expectation, his/her attribution of the cause of the performance and his/her motivation to perform in subsequent academic tasks. Results indicated that children who perceived high expectations from their teacher also had high expectations of themselves and vice versa; those who did well on a test tended to attribute their success to effort or ability, while those who didn't attributed it to luck ; those with high teacher expectation tended to attribute performance to effort compared to luck for those who perceived it to be low ; and finally, those with high self expectation saw effort as being responsible for their performance, while those with low self expectation attributed luck. It was found that a child's self expectation depends on his/her perception of the teacher's expectation of him/her, and in turn, this self expectation affects his/her evaluation of performance, which together exert an influence upon the causal attribution of performance, which finally affects his/her motivation to perform.
