ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1516405
Correlations and Comparisons of Teacher Expectations Achievement Motivation Academic Achievement and Creativity
Provisionally accepted
Jun Hu1*
Shan Qian2- 1School of Marxism, Hangzhou Normal University, Hangzhou, China
- 2Hangzhou Normal University, Hangzhou, Zhejiang Province, China
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This study examined the role of achievement motivation in the relationship between teacher expectations, academic achievement, and creativity in junior high school students. A controlled experimental design was implemented to investigate the psychological effects of teacher expectations. The study involved 583 students from urban and township schools. The Teacher Expectation Scale was used to assess the level of teacher expectations, final grades in Chinese, mathematics, and English were used as academic achievement indicators, and the Achievement Motivation Scale measured students' motivation levels. The relationships between variables were analyzed using analysis of variance, correlation analysis, and structural equation modeling. Results showed that teacher expectations had a significant positive impact on academic achievement (p < 0.001). Achievement motivation partially mediated the relationship between teacher expectations and academic achievement, and fully mediated the relationship between teacher expectations and creativity. The controlled experimental design validated the psychological effect of teacher expectations on students' academic achievement, providing empirical support for educational practices that enhance students' academic performance and creative abilities.
Keywords: Teacher expectations, Academic Achievement, Psychological effects, controlled experiment, achievement motivation
Received: 24 Oct 2024; Accepted: 21 Jul 2025.
Copyright: © 2025 Hu and Qian. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Jun Hu, School of Marxism, Hangzhou Normal University, Hangzhou, China
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