While teacher expectations are known to influence students’ academic achievement, they may also exert significant influences on student motivation, which is a precursor to a student’s achievement as well. A number of previous studies have demonstrated that motivation affects a student’s achievement. There is, however, a dearth of longitudinal research examining the relation between teacher expectations and students’ motivational variables. In this article, we examine the relations between teacher expectations of students’ mathematics ability, students’ mathematics-related competence beliefs, and students’ mathematics-related intrinsic task-values. Our sample consisted of 796 second-grade students and their 50 teachers; the data collection was conducted at three points within a school year. Longitudinal latent change score analyses yielded three main results: First, teacher expectations of students’ mathematics ability and both students’ mathematics-related competence beliefs and intrinsic task values decreased significantly in the second half of the school year. Second, regarding correlated changes, students who experienced larger increases in teacher expectations also demonstrated higher increases in competence beliefs and intrinsic task values in mathematics. Third, after controlling for students’ initial mathematics achievement, effects of teacher expectations of students’ mathematics ability at the beginning of the school year on subsequent changes in students’ mathematics-related competence beliefs and intrinsic task values were revealed. Our study highlights the important role of teacher expectations in shaping students’ motivational variables, which underscores the need for teacher training programs and policy interventions aimed at increasing teachers’ awareness of their expectations and how they can foster a positive learning environment for their students.

虽然众所周知，教师的期望会影响学生的学业成绩，但它们也可能对学生的动机产生重大影响，而学生的动机也是学生取得成就的先决条件。之前的一些研究表明，动机会影响学生的成绩。然而，缺乏对教师期望与学生动机变量之间关系的纵向研究。在本文中，我们研究了教师对学生数学能力的期望、学生与数学相关的能力信念以及学生与数学相关的内在任务价值观之间的关系。我们的样本包括 796 名二年级学生和他们的 50 名老师；数据收集是在一个学年内的三个时间点进行的。纵向潜在变化分数分析得出三个主要结果：首先，教师对学生数学能力的期望以及学生与数学相关的能力信念和内在任务价值观在学年下半年显着下降。其次，就相关变化而言，教师期望值增加较大的学生也表现出数学能力信念和内在任务价值的增加。第三，在控制了学生的初始数学成绩后，揭示了学年开始时教师对学生数学能力的期望对学生数学相关能力信念和内在任务价值观的后续变化的影响。 我们的研究强调了教师期望在塑造学生动机变量方面的重要作用，这强调了教师培训计划和政策干预的必要性，旨在提高教师对其期望的认识，以及如何为学生营造积极的学习环境。