Abstract
This study investigated self- and teacher expectancy effects on the academic achievement of a group of special students. The sample consisted of 172 male and female freshmen enrolled in an academic reinforcement program. Teacher expectations were manipulated by providing lists purporting to indicate students who were likely to improve in performance. The self-expectation condition was established by sending letters to students informing them that they were likely to do well. The results indicated significant self-expectancy main effects on achievement as measured by grade point average in liberal arts courses as well as significant teacher expectancy and self-expectancy interaction effects on this same measure of achievement. Teacher expectancy differences were not significant, and those small differences that existed favored the group for whom teachers had not been given any expectancy information.