, their perceptions are often governed by subtle differences in habitual activities. Although these subtleties are perceived, it is not always possible to attribute meaning to them.
One may observe a man chopping wood but one cannot, by observation alone, determine his motivational context. Is he chopping wood for his fire, in order to fulfill his obligations to the lumber company . . . or to test the efficiency of his axe . . . (Nash, 1976, pp. 10-11)?
Even though it is impossible to clearly attribute exact meaning to perceptions, verbal and nonverbal, conscious and unconscious, and active and passive, feedback is often perceived as the way the world sees a person. Thus, for that person, the way the world views them becomes the way they see themselves and the way they, in turn, react to the world (Chow, 1988, pp. 95-99).
Rosenthal and others have suggested four behavioral categorizations regarding teacher expectations and pupil self concept and performance. Fir
...