“A Systematic Review of the Teacher Expectation Literature over the past 30 Years”, Shengnan Wang, Christine M. Rubie-Davies, Kane Meissel2018-12-10 (IQ)⁠:

This review aimed to illustrate the development in the teacher expectation literature [ie. Pygmalion effect] and discuss the major avenues of research in the teacher expectation field 1989^–₂₉2018. 4 analytical themes emerged from a narrative synthesis based on a systematic literature search: (1) influential factors on teacher expectations; (2) mediation mechanism of teacher expectations; (3) moderating factors of teacher expectation effects; (4) teacher expectation effects on student socio-psychological, behavioral, and achievement outcomes.

On the whole, most studies confirmed earlier research findings regarding the 4 themes, although there were some studies that found results contradicting earlier work. In addition, new research topics and directions raised in the past 3 decades were identified in this review, especially regarding the mediation of teacher expectations and the socio-psychological and behavioral outcomes of the expectation effects.

The review concludes with a set of recommendations for future research directions on teacher expectations.

[Keywords: teacher expectations, formation, mediation, moderation, student socio-psychological factors, student achievement outcomes]