The purpose of this study was to investigate the differences among student expectations, student sex, and teachers with respect to teacher-student dyadic interactions of third-grade children. Student expectations of 140 third-grade children enrolled in two different schools in Guilford County, North Carolina, were measured by the Johnson Motor Performance Expectancy Scale for Children (JMPES). A pretest and posttest of the JMPES were administered during the first and last weeks of a nine-week instructional period. The upper and lower thirds of the JMPES scores were used to identify high and low expectancy groups. Teacher-student dyadic interactions of two female physical education teachers, each at a different school, and individual third-grade students in their classes were measured by the Dyadic Adaptation of CAFIAS (DAC). Teacher-student dyadic interactions were observed and recorded by two trained coders on 18 randomly selected occasions during the nine-week period
