![]() ![]() Although the study received many criticisms and critiques, mostly related to the methodology (e.g., Thorndike, 1968), this study was ground-breaking and has been an important starting point for further research on teacher expectations (Timmermans et al., 2018). Over time, these students indeed made more intellectual gains than other students, suggesting that teacher expectations affected the students’ intellectual outcomes. This tradition started with the well-known study by Rosenthal and Jacobson ( 1968) “Pygmalion in the Classroom.” In this study, participating teachers were told that some of their students, who were actually randomly selected, would thrive academically. HET is rooted in a long tradition of research on teacher expectations (Rubie-Davies, et al., 2015). This can help to gain a better understanding of the complex role of teachers in supporting students’ motivation, learning, and well-being. Integration of these theories is useful when considering the contribution of teachers in creating the most optimal instructional and socioemotional conditions for students in classrooms. Finally, we discuss the boundaries between the two theoretical models and when integration would be more useful than separation. ![]() ![]() We will discuss how the constructs from both theoretical stances overlap and are predictive of student outcomes. We will first describe both theories separately after which we investigate the convergence and divergence between both theories, as well as identifying the gaps that can be filled by integrating the theories. In addition, particularly when answering Question 5 about boundaries between the two models, we will reflect on possible integration at the level of theoretical underpinnings. In doing so, we will mainly focus on the teaching practices that are put forward by both theories as it is at this level that the two theories mostly connect and overlap. In this paper, we hope to breech the theoretical division between HET and SDT through the synthesis of both theories. Harris and Rosenthal proposed that the two teacher expectation behaviors that made the most difference to student learning could be categorized as effort (the learning opportunities given to students) and affect (the teacher warmth portrayed to students). These principles, when implemented, create high-level learning opportunities for students within a supportive and warm classroom climate. HET proposed that three key principles (using mixed or flexible forms of grouping coupled with high-level learning opportunities, creating a warm socioemotional climate, and promoting goal setting for students accompanied by clear teacher feedback) are elemental in the practices of high expectation teachers. Although developed separately, the three key principles emphasized in HET have a close alignment with the two-factor theory proposed by Harris and Rosenthal ( 1985). HET focuses on the specific pedagogical behaviors that teachers can implement in classrooms to communicate high expectations to students and thereby create a supportive learning environment conducive to students’ motivation and engagement, learning, and well-being (Rubie-Davies, 2015). The integration of the two theories offers a way forward in terms of understanding and applying these two theoretical stances to the classroom. In the paper, we put forward an integrative model to show how the two theories converge and complement each other. Both theories acknowledge that teacher beliefs and contextual factors may account for this gap between theory and practice. Moreover, findings from both research fields suggest a gap between theory and practice: although the teaching principles put forward by both theories are believed to be effective for all students, not all teachers optimally apply these principles in their teaching or apply them equally for all classes or all students. The teaching practices that are theorized to support students’ motivation, learning, and well-being put forward by both HET and SDT show a high degree of conceptual overlap. We identified multiple areas of convergence and complementarity. In the current paper, we aimed to breech the theoretical division between HET and SDT through a synthesis of both theories. Various theories from the field of educational psychology, including high expectation theory (HET) and self-determination theory (SDT), focus on the classroom conditions which facilitate students’ motivation, learning, and well-being. ![]()
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