The teacher’s doubt
当他们达到9时thgrade, students in Israel choose in which field(s) they wish to major for the rest of high school. Neta loved biology and wanted to major in that field. She felt that she was good in the sciences and had never had any difficulties learning them. Sharon, her biology teacher, however, felt that the subject was too demanding for Neta and recommended that she choose another subject, one which was less intellectually challenging.
希望这项研究能够阐明什么可能导致一个人低估另一个人，并鼓励老师和研究人员反思自己和学生的成就目标目标目标，然后才向学生建议“最适合他们”的学生。
We were confused: was Neta unable to distinguish between her ideal self and her realistic self? We looked at the grades Neta had received in the biology tests that had been held since the beginning of the year and were surprised to see that they were excellent, placing her near the top of her class. So it appeared that it was Sharon rather than Neta who was misjudging Neta’s abilities. What was the reason for Sharon’s low appraisal of a student who was apparently talented, capable, and with high prior accomplishments in biology?
Goal Orientation and the Golem Effect
As we followed Neta and Sharon throughout the year, Sharon continued to let Neta know that she doubted her abilities. Neta’s achievements in biology decreased and she began to doubt herself, wondering whether Sharon was indeed correct in thinking that she was not “built” for biology. We saw this as an example of the Golem effect, according to which, if low expectations are set by the teacher, self-efficacy falls, less effort is expended because one does not believe any longer that one has any chance of succeeding, and as a result lower performance is exhibited, justifying the low expectations set by the teacher. The Golem effect is traditionally explained using expectancy-value theory. However, this theory does not address the issue of what can lead a biology teacher to under-estimate a student or why one student may be able to withstand the negative influence of the under-estimation but another not. Using the perspective of achievement goal orientation theory, we believe we succeeded in shedding some light on this in this study.
我们将其视为魔像效应的一个例子，根据该效应，如果老师设定了低期望，自我效能感下降，那么努力就减少了，因为人们不再相信人们有任何成功的机会，并且结果表现出较低的表现，证明老师设定的低期望是合理的。
The Disadvantage of Asking Impulsive Questions
一年开始的一项激励性调查显示，内塔（Neta）在科学方面非常掌握，比她的任何同龄人更重要。她的性能 - 诉求和避免性能的方向比任何同龄人都较低。这意味着Neta希望理解，发展一种精通感，并不关心用她的知识给他人留下深刻的印象。
结果，当她不了解某些事情时，她在课堂上问问题，即使其他人（包括老师）可能会觉得问题很愚蠢。她需要了解。另一方面，老师承认她永远不会问一个可能给人的印象，即她不了解话题。她感到（a）只有弱学生提出“毫无意义的”问题。由于（b）内塔（Neta）问了许多（在沙龙（Sharon）眼中）的许多无意识的问题，因此（c）Neta必须是一个薄弱的学生。沙龙对冲动提出问题的学生的看法在教师中并不罕见，并且以前已经确定。
沙龙对冲动提出问题的学生的看法在教师中并不罕见，并且以前已经确定。
关于低估的思考
最后，内塔能够承受沙龙的影响力。在她的父母的支持下，她遵循自己的心，并主修生物学和哲学。两年后，当我们再次见到她时，她蓬勃发展，热爱她的生物学研究。
希望这项研究能够阐明什么可能导致一个人低估另一个人，并鼓励老师和研究人员反思自己和学生的成就目标目标目标，然后才向学生建议“最适合他们”的学生。
注释