Correlations and comparisons of teacher expectations achievement motivation academic achievement and creativity
IntroductionTeacher expectations are believed to play a critical role in shaping students’ academic achievement and creativity, yet the underlying psychological mechanisms remain insufficiently understood. This study investigates the mediating role of achievement motivation in the relationships betw...
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Frontiers Media S.A.
2025-08-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1516405/full |
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| author | Jun Hu Shan Qian |
| author_facet | Jun Hu Shan Qian |
| author_sort | Jun Hu |
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| description | IntroductionTeacher expectations are believed to play a critical role in shaping students’ academic achievement and creativity, yet the underlying psychological mechanisms remain insufficiently understood. This study investigates the mediating role of achievement motivation in the relationships between teacher expectations, academic achievement, and creativity among junior high school students, aiming to provide empirical insights for effective educational practices.MethodsA controlled experimental design was employed to examine the psychological effects of teacher expectations. The sample consisted of 583 students from urban and township junior high schools. Teacher expectations were measured using the Teacher Expectation Scale. Academic achievement was assessed via final examination scores in Chinese, mathematics, and English. Achievement motivation was evaluated with the Achievement Motivation Scale, and creativity was measured using a standardized creativity assessment. Data were analyzed using analysis of variance (ANOVA), correlation analysis, and structural equation modeling (SEM).ResultsTeacher expectations had a significant positive effect on academic achievement. Achievement motivation partially mediated the relationship between teacher expectations and academic achievement, and fully mediated the relationship between teacher expectations and creativity. The mediation models demonstrated strong fit, confirming the central role of motivation in translating teacher expectations into student outcomes.DiscussionThe findings confirm that teacher expectations influence both academic performance and creative development through motivational pathways. Achievement motivation serves as a key psychological mechanism that links external educational beliefs to internal student drives. These results support the implementation of teacher training and classroom strategies that foster positive expectations, thereby enhancing students’ motivation, academic success, and creative potential. This study contributes to the growing body of evidence advocating for supportive and expectancy-rich learning environments in secondary education. |
| format | Article |
| id | doaj-art-f877efb2d5d6480e801fd13cf8e101c9 |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-f877efb2d5d6480e801fd13cf8e101c92025-08-21T05:27:38ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-08-011610.3389/fpsyg.2025.15164051516405Correlations and comparisons of teacher expectations achievement motivation academic achievement and creativityJun Hu0Shan Qian1School of Marxism, Hangzhou Normal University, Hangzhou, Zhejiang, ChinaSchool of Public Administration, Hangzhou Normal University, Hangzhou, Zhejiang, ChinaIntroductionTeacher expectations are believed to play a critical role in shaping students’ academic achievement and creativity, yet the underlying psychological mechanisms remain insufficiently understood. This study investigates the mediating role of achievement motivation in the relationships between teacher expectations, academic achievement, and creativity among junior high school students, aiming to provide empirical insights for effective educational practices.MethodsA controlled experimental design was employed to examine the psychological effects of teacher expectations. The sample consisted of 583 students from urban and township junior high schools. Teacher expectations were measured using the Teacher Expectation Scale. Academic achievement was assessed via final examination scores in Chinese, mathematics, and English. Achievement motivation was evaluated with the Achievement Motivation Scale, and creativity was measured using a standardized creativity assessment. Data were analyzed using analysis of variance (ANOVA), correlation analysis, and structural equation modeling (SEM).ResultsTeacher expectations had a significant positive effect on academic achievement. Achievement motivation partially mediated the relationship between teacher expectations and academic achievement, and fully mediated the relationship between teacher expectations and creativity. The mediation models demonstrated strong fit, confirming the central role of motivation in translating teacher expectations into student outcomes.DiscussionThe findings confirm that teacher expectations influence both academic performance and creative development through motivational pathways. Achievement motivation serves as a key psychological mechanism that links external educational beliefs to internal student drives. These results support the implementation of teacher training and classroom strategies that foster positive expectations, thereby enhancing students’ motivation, academic success, and creative potential. This study contributes to the growing body of evidence advocating for supportive and expectancy-rich learning environments in secondary education.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1516405/fullteacher expectationsacademic achievementpsychological effectscontrolled experimentachievement motivation |
| spellingShingle | Jun Hu Shan Qian Correlations and comparisons of teacher expectations achievement motivation academic achievement and creativity Frontiers in Psychology teacher expectations academic achievement psychological effects controlled experiment achievement motivation |
| title | Correlations and comparisons of teacher expectations achievement motivation academic achievement and creativity |
| title_full | Correlations and comparisons of teacher expectations achievement motivation academic achievement and creativity |
| title_fullStr | Correlations and comparisons of teacher expectations achievement motivation academic achievement and creativity |
| title_full_unstemmed | Correlations and comparisons of teacher expectations achievement motivation academic achievement and creativity |
| title_short | Correlations and comparisons of teacher expectations achievement motivation academic achievement and creativity |
| title_sort | correlations and comparisons of teacher expectations achievement motivation academic achievement and creativity |
| topic | teacher expectations academic achievement psychological effects controlled experiment achievement motivation |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1516405/full |
| work_keys_str_mv | AT junhu correlationsandcomparisonsofteacherexpectationsachievementmotivationacademicachievementandcreativity AT shanqian correlationsandcomparisonsofteacherexpectationsachievementmotivationacademicachievementandcreativity |