Cited by 302Education, Achievement, and GiftednessSchool Choice and PerformanceCognitive Abilities and Testing

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Magnitude of teacher expectancy effects on pupil IQ as a function of the credibility of expectancy induction: A synthesis of findings from 18 experiments.

Raudenbush, Stephen W.·1984·Journal of Educational Psychology

DOI 10.1037/0022-0663.76.1.85

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A Theory of Cognitive Dissonance
Morvan, C., & O’Connor, A. (2017) · Macat Library eBooks · doi:10.4324/9781912282432 · Cited by 18,284
Statistical Methods for Research Workers
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A simple, general purpose display of magnitude of experimental effect.
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Interpersonal expectancy effects: the first 345 studies
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Combining results of independent studies.
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“"I The renowned "pygmalion" experiments (Rosenthal & Jacobson, 1968) in classrooms can be read as a scheme to change the instruction (read "treatment") that teachers offered students by experimentally inflating evidence on students' IQs ( Raudenbush 1984 ).”
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“experiments in which IQ or a similar measure of ability was the outcome, Raudenbush (1984) showed very clearly that studies finding evidence of the effect were primarily those where teachers had no opportunity to form an independent impression of students before the”
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“Because of likely grade-level differences in the magnitude of the relationship between teacher expectations and year-end achievement (Raudenbush, 1984), expectancy effects were estimated separately by grade in each dataset.”
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“Despite the controversy and research that study sparked among psychologists about the effects of teacher expectations on student outcomes, its conclusions have been confirmed (e.g., Brophy, 1983; Cooper, Findley, & Good, 1982; Cooper & Tom, 1984; Raudenbush, 1984; Weinstein, Madison, & Kuklinski, 1995).”
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“…nor did we directly address the much-debated phenomenon of self-fulfilling prophecies (see Rist, 1970; Rosenthal & Jacobson, 1968; for reviews and critiques, see Barr & Dreeben, 1983; Jussim & Harber, 2005; Raudenbush, 1984; A. Smith, Jussim, & Eccles, 1999; Snow, 1995; West & Anderson, 1976).”
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“Thesefindings are consistent with models of teacher expectation effects(see Brophy, 1983; Raudenbush, 1984; Weinstein, 1985, 1989) that emphasize students constructedinterpretations of teachers expectations as predictors of behavior.”
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“However, Raudenbush (1984) found that expectancy effects upon entering a new environment (in this case, high school) were particularly durable and long lasting.”
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“A meta-analysis (Raudenbush, 1984) corroborates Pygmalion effects in teacher pupil relationships, but notes that the strength of Pygmalion effects is negatively associated with the length of time teachers have known the students prior to the expectancy intervention. Thus, early expectations emerge as the strongest. Py…”
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“Figure 1 gives an example of an apparently asymmetric funnel plot from a meta-analysis of the effect of teacher expectancy on the IQ of pupils [4].”
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“The expectancy effect, or “living down to expectations,” has appeared frequently in the education literature ðe.g., Weinstein 2002Þ, although Rosenthal and Jacobson’s early ð1968Þ study on this subject has been strongly criticized ðsee Raudenbush 1984; and Snow 1995Þ.”
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“Although some reviews revealed smaller effects in general (r .10–.20; Jussim & Harber, 2005), and when using observational/naturalistic data in particular (Jussim, Eccles, & Madon, 1996), larger effects have been found for children in first and second grades (Raudenbush, 1984).”
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“Raudenbush (1984) identified 18 such studies.”
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“A few other moderators were chosen based on previous research, primarily a qualitative literature review on diversity-related interventions and other diversityrelated and nondiversity-related meta-analyses (e.g., Engberg, 2004; Pettigrew & Tropp, 2000; Raudenbush, 1984), and consisted of the following: publication typ…”
BackgroundMethod
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“As illustrated by the studies included in Raudenbush’s (1984) meta-analysis of Pygmalion experiments, independent replications of published research articles have a long history in psychological research.”
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“And in a meta-analytic review, Raudenbush (1984) found teacher expectancies to produce their greatest effects on children in the early grades, but also noted an effect in seventh grade.”
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“Although a multilevel approach to meta-analysis was first introduced as early as 1984 (Raudenbush, 1984; also see Goldstein, Yang, Omar, Turner & Thompson, 2000), there have been very few applications of this approach in actual practice, and almost none that have used a three-level approach rather than a two-level app…”
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“and why expectancy effects occur, tested by Raudenbush (1984a) using “meta-analysis,””
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“We use two published meta-analysis examples (Mapstone et al., 2003; Raudenbush, 1984) to illustrate some of the methods and techniques that are discussed herein.”
BackgroundMethod
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“The analysis is based on a dataset from Raudenbush on teacher expectancy, a paradigm where the influence of teacher expectancy on intelligence test performance is measured [44].”
Method
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Influential
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“…to between-classroom ability grouping classes (Eder, 1981; Smith, Jussim, & Eccles, 1998), when they are negotiating transitions (e.g., start of 7 kindergarten or middle school) (Raudenbush, 1984), and in classrooms with large number of students and few resources (Finn, 1972; Jussim et al., 1998).”
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“While two meta-analysis (Raudenbush, 1984; Rosenthal & Rubin, 1978) showed that the size of the average expectancy effect is rather small (binomial effect size of 0.1e0.”
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“In a meta-analysis based on 18 studies, Raudenbush (1984) found a small mean effect size in IQexpectation studies (Δ = !ll), a finding that either achieved or failed to achieve statistical significance depending on the test employed.”
Method
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“20): stronger than the effect observed in previous Pygmalion investigations (Raudenbush, 1984; Rosenthal & Rubin, 1978), yet similar when it comes to math achievement (Jussim & Eccles, 1992; Jussim, 1989).”
BackgroundResultInfluential
School Effectiveness Research: criticisms and recommendations
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BOUNDARY CONDITIONS OF THE GALATEA EFFECT: A FIELD EXPERIMENT AND CONSTRUCTIVE REPLICATION.
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“Relatedly, Pygmalion studies have shown that expectation effects diminish or disappear when prior relationships exist between individuals and their instructors (Raudenbush, 1984).”
Background
The Pygmalion Effect and its Mediating Mechanisms
Rosenthal, R. (2002) · Elsevier eBooks · doi:10.1016/b978-012064455-1/50005-1 · Cited by 117
Implanting pygmalion leadership style through workshop training
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Cómo realizar una revisión sistemática y un meta-análisis*
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“Raudenbush (1984) had reported BESDs for 0, 1, 2, and >2 weeks of prior pupil± teacher contact.”
BackgroundMethodResultInfluential
Gender and science achievement: A reanalysis of studies from two meta‐analyses
Becker, B. J. (1989) · Journal of Research in Science Teaching · doi:10.1002/tea.3660260206 · Cited by 93
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“A focus on academic excellence is a common factor defining effective schools (Edmonds, 1979; Good & Brophy, 1986; Purkey & Smith, 1983), and research has shown that teachers’ expectations affect student learning (Raudenbush, 1984).”
Background
Intervening in teachers' expectations: A random effects meta-analytic approach to examining the effectiveness of an intervention
Rubie-Davies, C. M., & Rosenthal, R. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.07.014 · Cited by 90
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Chaudhary, R., Singh, A., Chaudhary, R., Bashline, M. J., Houghton, D. E., Rabinstein, A. A., Adamski, J., Arndt, R., Ou, N. N., Rudis, M. I., et al. (2022) · JAMA Network Open · doi:10.1001/jamanetworkopen.2022.40145 · Cited by 95
Multiple contrasts and ordered Bonferroni procedures.
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EMPLOYEE REACTIONS TO PERFORMANCE STANDARDS: A REVIEW AND RESEARCH PROPOSITIONS
Bobko, P., & COELLA, A. (1994) · Personnel Psychology · doi:10.1111/j.1744-6570.1994.tb02407.x · Cited by 89
A Framework for Motivating Teacher-Student Relationships
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“Perhaps logically, teachers’ beliefs about students become more difficult to modify when there is an existing teacher-student connection (Raudenbush, 1984).”
Background
Big School, Small School: (Re)Testing Assumptions about High School Size, School Engagement and Mathematics Achievement
Weiss, C. C., Carolan, B. V., & Baker-Smith, E. C. (2009) · Journal of Youth and Adolescence · doi:10.1007/s10964-009-9402-3 · Cited by 86
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Jussim, L. J. (1990) · Journal of Social Issues · doi:10.1111/j.1540-4560.1990.tb01921.x · Cited by 90
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Rosenthal, R. (1987) · Educational Researcher · doi:10.3102/0013189x016009037 · Cited by 86
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“Example 2 The second example [23,24] is a review of randomized experiments on the effects of teacher expectancy on pupil IQ.”
BackgroundMethod
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Fox, C., & Harding, D. J. (2005) · Sociology of Education · doi:10.1177/003804070507800104 · Cited by 89
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“…educational aspiration or expectation has been studied mostly in school settings, and the effect of teacher expectancy and peer culture effect on academic achievement has been well demonstrated (Ferguson, 1998; Fordham & Ogbu, 1986; Lee & Smith, 1999; Raudenbush, 1984; Rosenthal & Jacobson, 1968).”
Background
Multilevel Analysis in the Study of Crime and Justice
Johnson, B. D. (2009) · Springer eBooks · doi:10.1007/978-0-387-77650-7_30 · Cited by 76
“Wright et al. 2008; Taylor et al. 2002) and meta-analyses that involve multiple effect sizes nested within the same study or dataset (e.g. Raudenbush 1984; Goldstein et al. 2000).”
Background
A Mixed-Method Study of Teachers' Attitudes About Teaching in Urban and Low-Income Schools
Halvorsen, A., Lee, V. E., & Andrade, F. (2008) · Urban Education · doi:10.1177/0042085908318696 · Cited by 83
“Since the 1968 publication of Rosenthal and Jacobson’s seminal study, Pygmalion in the Classroom, many researchers have confirmed their findings about the “self-fulfilling prophesy” of teachers’ expectations on student progress (e.g., Brophy, 1983; Cooper & Tom, 1984; Raudenbush, 1984).”
Background
Successive teacher expectation effects across the early school years
Rubie-Davies, C. M., Weinstein, R. S., Huang, F. L., Gregory, A., Cowan, P. A., & Cowan, C. P. (2014) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2014.03.006 · Cited by 75
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Issues in Meta-Analysis
Hedges, L. V. (1986) · Review of Research in Education · doi:10.2307/1167228 · Cited by 69
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Enhancing a brief writing intervention to combat stereotype threat among middle-school students.
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Authors: Raudenbush, S. W.
Affiliations: Harvard University (US)
Corresponding author: Raudenbush, Stephen W.
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 1984-02
Volume: 76
Issue: 1
Pages: 85-97
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/0022-0663.76.1.85
OpenAlex: W1981707533
Cited by: 302
References: 36
Citations by year: 2026: 7 · 2025: 4 · 2024: 12 · 2023: 11 · 2022: 11 · 2021: 11 · 2020: 8 · 2019: 10 · 2018: 12 · 2017: 11 · 2016: 10 · 2015: 17 · 2014: 14 · 2013: 14 · 2012: 15
FWCI: 8.82
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Social Sciences › Education › School Choice and Performance
Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Keywords: credibility, teacher expectations, self-fulfilling prophecy

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Magnitude of teacher expectancy effects on pupil IQ as a function of the credibility of expectancy induction: A synthesis of findings from 18 experiments.

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