本研究之目的有三：一、分析在教師期待程度不同的情況下，師生交互活動的情形。二、探討教師期待透過師生互動行爲，對學生學業成就、成就動機、社交關係和人格適應等文面的影響。三、探討綜合學生上述四種個人品質預測教師期待態度的可能性。本研究係以80名國小四、六年級的學生爲對象，先以自然觀察法實地考察教室內師生社會互動的行爲；再於觀察期後一個月實施有關之測驗或問卷調查；據以分析教師期待與學生個人品質間的雙向影響情形。測驗結果經χ^2考驗、多變項變異數分析及複迴歸分析發現：(1)在教室情境中，教師期待不同師生交互作用亦有所差異。教師期待高學生無論在與教師接觸的質或量方面均較教師期待低學生爲優。(2)教師期待對學生學業成就、成就動機、社交關係和人格適應等個人品質皆有顯著的影響。(3)從學業成就、成就動機、社交關係和人格適應各測驗中所得的各項量化資料，可預測教師期待態度總變異量的69.89%。因此本研究顯示，教師的期待態度與學生的行爲表現具有明顯的交互作用。

The purpose of this study was to investigate the relationships between teachers' expectation toward teacher-student interaction and the personal qualities of elementary students. The subjects are 80 students and 4 teachers selected from an elementary school. The student subjects belong to 4 classes and the teacher subjects are the tutors of these classes. Systematic observation, relevant tests and questionnaires were administered to explore the impact of teachers' expectation on teacher-student interaction and students' personal qualities. The data obtained were statistically treated by χ^2 test, multivariate analysis of variance and multiple regression analysis technique. The main findings of the study were as fellows: 1. In the classroom, the high-expected students expressed more interaction with teacher than the low-expected. Teachers were trend to accept the high-expected students' feeling and use their ideas, but they expressed more criticisms to the low-expected. 2. The high-expected students showed higher mean scores in academic achievement, achievement motivations, peer status, and personal adjustment. 3. All personal qualities together significantly accounted for 69.89% of the variance in the teachers' expectation. It can be concluded that teachers' expectation is significantly related to students' behavior in school.