Teacher expectations: II. Construction and reflection of student achievement.

Jussim, Lee, Eccles, Jacquelynne S.·1992·Journal of Personality and Social Psychology
DOI 10.1037//0022-3514.63.6.947

Abstract

Hypotheses regarding self-fulfilling prophecies, perceptual biases, and accuracy were tested using longitudinal data relating 98 6th-grade math teachers' expectations to 1,731 students' performance. Consistent with the self-fulfilling prophecy hypothesis, teacher expectations predicted changes in student achievement beyond effects accounted for by previous achievement and motivation. Consistent with the perceptual bias hypothesis, teacher expectations predicted their own evaluations of students' performance more strongly than they predicted standardized test scores

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Cited by (18)

  1. Maxims or myths of beauty? A meta-analytic and theoretical review
    Langlois, Judith H., Kalakanis, Lisa, Rubenstein, Adam J., Larson, Andrea, Hallam, Monica, Smoot, Monica · 2000 · Psychological Bulletin
  2. Teachers’ perceptions and expectations and the black-white test score gap
    Ferguson, Ronald F. · 2003 · Urban Education
  3. Accuracy of teachers' judgments of students' academic achievement: A meta-analysis
    Südkamp, Anna, Kaiser, Johanna, Möller, Jens · 2012 · Journal of Educational Psychology
  4. Social Perception, Social Stereotypes, and Teacher Expectations: Accuracy and the Quest for the Powerful Self-Fulfilling Prophecy
    Jussim, Lee, Eccles, Jacquelynne, Madon, Stephanie · 1996 · Advances in Experimental Social Psychology
  5. Quality and Frequency of Faculty-Student Interaction as Predictors of Learning: An Analysis by Student Race/Ethnicity
    Lundberg, Carol A, Schreiner, Laurie A · 2004 · Journal of College Student Development

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CoChat. (2026). Citation check: Teacher expectations: II. Construction and reflection of student achievement. https://app.cochat.ai/papers/10.1037//0022-3514.63.6.947
The paper
Jussim, L., & Eccles, J. S. (1992). Teacher expectations: II. Construction and reflection of student achievement. Journal of Personality and Social Psychology. https://doi.org/10.1037//0022-3514.63.6.947

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