The DOI matches its Crossref record; 36 of the 36 references it cites were found in a registry or an index.
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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Citations
Cites
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
Fisher, R. A. (1945) · American Journal of Clinical Pathology · doi:10.1093/ajcp/15.11.552b · Cited by 10,883
Rosenthal, R., & Jacobson, L. (1968) · The Urban Review · doi:10.1007/bf02322211 · Cited by 3,878
How Much Can We Boost IQ and Scholastic Achievement
Jensen, A. (1969) · Harvard Educational Review · doi:10.17763/haer.39.1.l3u15956627424k7 · Cited by 2,907
(1980) · DigitalGeorgetown (Georgetown University Library) · Cited by 1,935
(1971) · Cited by 1,778
Teacher-student relationships : Causes causequences / Jere E. Brophy, Thomas L. Good
Brophy, J., & Good, T. L. (1974) · Cited by 1,243
A simple, general purpose display of magnitude of experimental effect.
Rosenthal, R., & Rubin, D. B. (1982) · Journal of Educational Psychology · doi:10.1037//0022-0663.74.2.166 · Cited by 1,233
Interpersonal expectancy effects: the first 345 studies
Rosenthal, R., & Rubin, D. B. (1978) · Behavioral and Brain Sciences · doi:10.1017/s0140525x00075506 · Cited by 1,158
Combining results of independent studies.
Rosenthal, R. (1978) · Psychological Bulletin · doi:10.1037/0033-2909.85.1.185 · Cited by 910
Cited by
Sorted by citations
Duval, S., & Tweedie, R. (2000) · Biometrics · doi:10.1111/j.0006-341x.2000.00455.x · Cited by 14,099
The Handbook of Research Synthesis and Meta-Analysis
(2019) · doi:10.7758/9781610448864 · Cited by 4,553
One Hundred Years of Social Psychology Quantitatively Described
Richard, F. D., Bond, C. F., & Stokes-Zoota, J. J. (2003) · Review of General Psychology · doi:10.1037/1089-2680.7.4.331 · Cited by 1,558
Social-Psychological Interventions in Education: They’re Not Magic
Yeager, D. S., & Walton, G. M. (2011) · Review of Educational Research · doi:10.3102/0034654311405999 · Cited by 1,345
Jussim, L. J., & Harber, K. D. (2005) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr0902_3 · Cited by 1,321
“Raudenbush (1984) showed that this curvilinear relationship was highly statistically significant.”
BackgroundMethodInfluential
Metadata
- Authors
- Raudenbush, S. W.
- Affiliations
- Harvard University (US)
- Corresponding author
- Raudenbush, Stephen W.
- Venue
- Journal of Educational Psychology
- Published
- 1984-02
- Volume
- 76
- Issue
- 1
- Pages
- 85-97
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- 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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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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