Confirmation bias

Expectations shape performance and influence outcomes.

Confirmation bias is the tendency to notice, interpret, and remember information that supports our existing beliefs, while ignoring or dismissing evidence that challenges them, often without realising it.

Key thinkers in this area:

Robert Rosenthal (1933 - 2024)

Lenore Jacobson (1922 - Present)

Here's how it relates to learning:

Teacher expectations: When teachers hold high expectations for their learners, it can positively impact learner performance. Teachers who believe in their learners' abilities are more likely to provide challenging tasks, offer additional support, and create a positive learning environment. Learners, in turn, may respond by putting in more effort and achieving higher levels of success.
Learners self-perception: The expectations set by teachers can influence learners' self-perception and self-esteem. If learners are consistently told they are capable and intelligent, they may internalise these beliefs and approach learning with confidence. On the other hand, low expectations may lead to diminished self-confidence and lower effort.
Teacher-learner Interactions: Teachers' expectations can shape their interactions with learners. They may provide more encouragement, opportunities for participation, and constructive feedback to those they believe have high potential. This positive interaction can foster a supportive learning environment.
Motivation and effort: Learners tend to exert more effort when they believe that their efforts will be rewarded with success. Positive expectations from teachers can serve as a motivational factor, encouraging learners to work harder and persevere in the face of challenges.
Feedback and guidance: Teachers may tailor their feedback and guidance based on their expectations for each learner. High expectations may lead to more detailed feedback and guidance aimed at pushing learners to reach their potential.
Impact on academic achievement: Confirmation bias can influence academic achievement directly. learners who are positively influenced by high expectations may demonstrate improved performance in assessments, exams, and overall academic success.

Teaching strategies that are linked to confirmation bias

It's important to note that confirmation bias can also have negative consequences if teachers hold low expectations for certain learners. In such cases, learners may internalise these low expectations, leading to decreased motivation, lower self-esteem, and ultimately, poorer academic performance.

To harness the positive aspects of confirmation bias, teachers must set high expectations for all learners, provide appropriate support, and create an inclusive and empowering learning environment that fosters success for every learner, regardless of preconceived expectations.

Read more here:

Etherington, M. (2011). The Pygmalion principle: The practicum expectations and experiences of mature aged student teachers. Issues in Educational Research., 21(3).
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The urban review, 3(1), 16-20.
Zander, R. S., & Zander, B. (2006). The art of possibility. Penguin.

How can confirmation bias impact how we teach and assess learners?
What ethical considerations arise when considering confirmation bias, particularly regarding potential biases that impact learners?
How can teachers become aware of their confirmation bias, and what can they do about it?
To what extent do the effects of confirmation bias persist over the long term?
How should FES organisations sustain an environment that fosters high expectations and continuous improvement?
How is confirmation bias linked to mindset?

The Pygmalion effect, also known as the self-fulfilling prophecy, refers to the phenomenon where learners perform better or worse than expected based on others' expectations. In the context of learning, the Pygmalion effect can significantly influence learners' academic success.

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