ABSTRACT
With the increasing focus on education, the study of teacher expectancy and middle school students’ self-efficacy has significant theoretical and practical implications. Self-efficacy is an important aspect that affects students’ academic performance. In addition to the transfer of knowledge, teachers’ expectancy has also been proven to have an impact on students. To better understand the interrelationship between teacher's expectancy and middle school students’ self-efficacy, this paper summarizes and analyzes the theory, impacts, and possible coping strategies for improving students’ self-efficacy from a psychological perspective. The different teacher expectancy would lead to the varied correlational results in students’ efficacy, and it is highly essential for teachers to deliver the expectancy in an appropriate way and be in consistent with students’ demands. Simultaneously, middle school students’ self-efficacy can also implicitly influence teacher's expectancy via their academic, classroom, or daily performance. The students’ efficacy and teacher's expectancy are highly interrelated with one another. To better promote students’ psychological and academic development, teachers could set up a more balanced evaluation system, offer appropriate teachers’ feedback, optimize the mechanism of class cadres, and ultimately establish a rapport relationship with students.
