In search of the powerful self-fulfilling prophecy

Madon, Stephanie; Jussim, Lee; Eccles, Jacquelynne

doi:10.1037/0022-3514.72.4.791

Cited by 304Education, Achievement, and GiftednessSchool Choice and PerformanceSocial and Intergroup Psychology

In search of the powerful self-fulfilling prophecy

Madon, Stephanie, Jussim, Lee, Eccles, Jacquelynne·1997·Journal of Personality and Social Psychology

DOI 10.1037/0022-3514.72.4.791

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Abstract

This research examined moderators of naturally occurring self-fulfilling prophecies. The authors assessed whether positive or negative self-fulfilling prophecies were more powerful and whether some targets were more susceptible to self-fulfilling prophecies because of their self-concepts in a particular achievement domain and previous academic records. Participants were 98 teachers and 1,539 students in sixth-grade public school math classes. Results yielded a strong pattern showing that teacher perceptions predicted achievement more strongly for low achievers than for high achievers. Results also yielded a much weaker pattern showing that teacher overestimates predicted achievement more strongly than teacher underestimates. Implications for social perceptual accuracy, self-enhancement theory, and understanding when self-fulfilling prophecies are stronger are discussed.

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Residuals from regressions predicting teacher expectations from students' prior achievement, general cognitive abilities, and motivation reflect teacher expectation inaccuracy.
“The residuals resulting from these regressions reflect the variance that remained unexplained and served as our measure of teacher expectation inaccuracy.”
From Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement (2020) · cites this paper as Madon et al. (1997)
Subjects respond more to positive than negative expectations.
“they respond more to positive than negative expectations (Madon et al. 1997: 792)”
From What Is the Function of Confirmation Bias? (2022) · cites this paper as Madon et al. 1997: 792
Even today, positive SFPs in individual, dyadic interactions are more likely and pronounced than negative ones.
“Indeed, there is evidence that even today, positive SFPs in individual, dyadic interactions are more likely and pronounced than negative ones.”
From What Is the Function of Confirmation Bias? (2022) · cites this paper as Madon et al. 1997

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A teacher expectation intervention: Modelling the practices of high expectation teachers
Rubie-Davies, C. M., Peterson, E. R., Sibley, C. G., & Rosenthal, R. (2015) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.03.003 · Cited by 222 · see citing works
“For example, Madon, Jussim, and Eccles (1997) controlled for prior mathematics ability and showed that in mathematics for both high and low achievers, teachers’ under- as well as over-estimates of achievement produced self-fulfilling prophecy effects.”
Background
Should we create a niche or fall in line? Identity negotiation and small group effectiveness.
Jr. Swann William, B., Milton, L. P., & Polzer, J. T. (2000) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.79.2.238 · Cited by 222 · see citing works
Classroom interactions: Exploring the practices of high‐ and low‐expectation teachers
Rubie‐Davies, C. M. (2007) · British Journal of Educational Psychology · doi:10.1348/000709906x101601 · Cited by 384 · see citing works
Modeling the Role of Child Ethnicity and Gender in Children's Differential Response to Teacher Expectations1
McKown, C., & Weinstein, R. S. (2002) · Journal of Applied Social Psychology · doi:10.1111/j.1559-1816.2002.tb01425.x · Cited by 211 · see citing works
Relationships between cohesion, collective efficacy and performance in professional basketball teams: An examination of mediating effects
Heuzé, J.-P., Raimbault, N., & Fontayne, P. (2005) · Journal of Sports Sciences · doi:10.1080/02640410500127736 · Cited by 207 · see citing works
“Residuals from these multiple regression analyses were saved and used as input data in the subsequent analyses (for more information about this procedure, see Madon, Jussim, & Eccles, 1997 ).”
Method
Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement
Friedrich, A., Flunger, B., Nagengast, B., Jonkmann, K., & Trautwein, U. (2014) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.10.006 · Cited by 200 · see citing works
Teachers' experiences with and expectations of children with incarcerated parents
Dallaire, D. H., Ciccone, A., & Wilson, L. C. (2010) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2010.04.001 · Cited by 198 · see citing works
Teacher Attitudes Toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students With Dyslexia
Hornstra, L., Denessen, E. J. P. G., Bakker, J., van den Bergh, L., & Voeten, M. (2010) · Journal of Learning Disabilities · doi:10.1177/0022219409355479 · Cited by 189 · see citing works
“The effects of teacher expectations, moreover, have been found to be significantly stronger for stigmatized groups of students, including ethnic minority and low achieving children, than for children from the general school population (Jussim & Harber, 2005; Madon et al., 1997).”
Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students
Hughes, J. N., Gleason, K. A., & Zhang, D. (2005) · Journal of School Psychology · doi:10.1016/j.jsp.2005.07.001 · Cited by 346 · see citing works
“In a study of middle school students, Madon, Jussim, and Eccles (1997) found a self-fulfilling prophecy effect size among low achievers of .26 on math achievement, whereas the self-fulfilling prophecy effect size among high achievers was only .08.”
Background
What Is the Function of Confirmation Bias?
Peters, U. (2022) · Erkenntnis · doi:10.1007/s10670-020-00252-1 · Cited by 163 · see citing works
How Local and Global Metacognition Shape Mental Health
Seow, T. X. F., Rouault, M., Gillan, C. M., & Fleming, S. M. (2021) · Biological Psychiatry · doi:10.1016/j.biopsych.2021.05.013 · Cited by 159 · see citing works
“In turn, these self-beliefs may affect future decisions on longer time scales (66,67), such as promoting the initiation of behavioral sequences toward achieving a goal.”
Background
Children's Achievement Moderates the Effects of Mothers' Use of Control and Autonomy Support
Ng, F. F., Kenney‐Benson, G. A., & Pomerantz, E. M. (2004) · Child Development · doi:10.1111/j.1467-8624.2004.00705.x · Cited by 158 · see citing works
The impact of past relationships on interpersonal behavior: Behavioral confirmation in the social-cognitive process of transference.
Berk, M. S., & Andersen, S. M. (2000) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.79.4.546 · Cited by 153 · see citing works
“Moreover, it need not be based solely on erroneous beliefs, but may also be based on accurate ones (Jussim, 1991, 1993; Maddon et al., 1997; Neuberg, 1996a, 1996b).”
Background
Early teacher expectations disproportionately affect poor children's high school performance.
Sorhagen, N. S. (2013) · Journal of Educational Psychology · doi:10.1037/a0031754 · Cited by 150 · see citing works
The effects of teacher expectation interventions on teachers' expectations and student achievement: narrative review and meta-analysis
de Boer, H., Timmermans, A. C., & van der Werf, M. P. C. (2018) · Educational Research and Evaluation · doi:10.1080/13803611.2018.1550834 · Cited by 144 · see citing works
Social Reality, the Boundaries of Self-Fulfilling Prophecy, and Economics
Felin, T., & Foss, N. J. (2009) · Organization Science · doi:10.1287/orsc.1090.0431 · Cited by 142 · see citing works
“That is, once appropriate controls related to human nature are introduced (such as individual dispositions, behaviors, interests, preferences, abilities, choices, and so forth), and once testing is done in a natural environment rather than in a laboratory (or appropriate controls are included for the latter), and once…”
The influence of teacher expectations on student achievement in physical education classes: Pygmalion revisited
Trouilloud, D. O., Sarrazin, P. G., Martinek, T. J., & Guillet‐Descas, E. (2002) · European Journal of Social Psychology · doi:10.1002/ejsp.109 · Cited by 141 · see citing works
“Thus, all analyses included classroom (coded as dummy variables) as predictors of all variables, thereby removing the basic nonindependence between classrooms (for more information about this procedure, see Madon et al., 1997; Madon, Jussim, Keiper, Eccles, Smith & Palumbo, 1998).”
Do self-fulfilling prophecies accumulate, dissipate, or remain stable over time?
Smith, A. E., Jussim, L. J., & Eccles, J. S. (1999) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.77.3.548 · Cited by 139 · see citing works
Self-citation
Stereotype bei Lehrkräften? Eine Untersuchung systematisch verzerrter Lehrererwartungen
Lorenz, G., Gentrup, S., Kristen, C., Stanat, P., & Kogan, I. (2016) · KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie · doi:10.1007/s11577-015-0352-3 · Cited by 138 · see citing works
Relation between teachers' early expectations and students' later perceived competence in physical education classes: Autonomy-supportive climate as a moderator.
Trouilloud, D. O., Sarrazin, P. G., Bressoux, P., & Bois, J. E. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.1.75 · Cited by 135 · see citing works
“This tendency for high expectations to be more powerful than negative ones is consistent with some previous studies in other contexts, such as mathematics classrooms (Madon et al., 1997) and familial relations (Madon, Guyll, Spoth, Cross, & Hilbert, 2003).”
BackgroundResultInfluential
Habilitation à diriger des recherches
(2019) · Revue Mabillon · doi:10.1484/j.rm.5.120430 · Cited by 140 · see citing works
Précis of Social Perception and Social Reality: Why accuracy dominates bias and self-fulfilling prophecy
Jussim, L. J. (2015) · Behavioral and Brain Sciences · doi:10.1017/s0140525x1500062x · Cited by 298 · see citing works
Self-citation
Teachers' and education students' perceptions of and reactions to children with and without the diagnostic label "ADHD".
Ohan, J., Visser, T., Strain, M. C., & Allen, L. (2011) · Journal of School Psychology · doi:10.1016/j.jsp.2010.10.001 · Cited by 150 · see citing works
Understanding applicant behavior in employment interviews: A theoretical model of interviewee performance
Huffcutt, A. I., Iddekinge, C. H. V., & Roth, P. L. (2011) · Human Resource Management Review · doi:10.1016/j.hrmr.2011.05.003 · Cited by 133 · see citing works
“I See Trayvon Martin”: What Teachers Can Learn from the Tragic Death of a Young Black Male
Love, B. L. (2013) · The Urban Review · doi:10.1007/s11256-013-0260-7 · Cited by 130 · see citing works
“A number of studies have concluded that pre-service and in-service teachers hold negative views of students of color (Good and Brophy 1997; Hollins and Torres Guzman 2005; Madon et al. 1997; Rosenthal and Jacobson 1968).”
Background
The Relationships of Perceived Motivational Climate to Cohesion and Collective Efficacy in Elite Female Teams
Heuzé, J.-P., Sarrazin, P. G., Masiero, M., Raimbault, N., & Thomas, J.-P. (2006) · Journal of Applied Sport Psychology · doi:10.1080/10413200600830273 · Cited by 119 · see citing works
“Therefore, all analyses included team (coded as dummy variables) as predictors of all variables, thereby removing the basic nonindependence between teams (for more information about this procedure, see Madon, Jussim, & Eccles, 1997 ).”
Method
Motivational teacher strategies: the role of beliefs and contextual factors
Hornstra, L., Mansfield, C. F., van der Veen, I., Peetsma, T. T. D., & Volman, M. L. L. (2015) · Learning Environments Research · doi:10.1007/s10984-015-9189-y · Cited by 117 · see citing works
Explaining buyers' responses to sellers' violation of trust
Wang, S., & Huff, L. C. (2007) · European Journal of Marketing · doi:10.1108/03090560710773336 · Cited by 114 · see citing works
Accurate, inaccurate, or biased teacher expectations: Do <scp>D</scp> utch teachers differ in their expectations at the end of primary education?
Timmermans, A. C., Kuyper, H., & van der Werf, G. (2015) · British Journal of Educational Psychology · doi:10.1111/bjep.12087 · Cited by 129 · see citing works
“The closer to zero a student’s residual score is, the more accurate the expectation of the teacher was (Hinnant et al., 2009; Madon et al., 1997).”
Background
Mothers' mastery-oriented involvement in children's homework: Implications for the well-being of children with negative perceptions of competence.
Pomerantz, E. M., Ng, F. F., & Wang, Q. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.1.99 · Cited by 108 · see citing works
Tailoring management response to negative reviews: The effectiveness of accommodative versus defensive responses
Li, C., Cui, G., & Peng, L. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2018.03.009 · Cited by 111 · see citing works
Bright, bad, babyfaced boys: Appearance stereotypes do not always yield self-fulfilling prophecy effects.
Zebrowitz, L. A., Andreoletti, C., Collins, M. A., Lee, S. Y., & Blumenthal, J. A. (1998) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.75.5.1300 · Cited by 101 · see citing works
“On the other hand, attractiveness was positively related to girls' educational achievement only when they were below average in IQ. The finding that attractiveness had the strongest effect for low-IQ girls is consistent with evidence that teacher expectations predict achievement more strongly for low than for high ach…”
Result
Implanting pygmalion leadership style through workshop training
Eden, D., Geller, D., Gewirtz, A. H., Gordon-Terner, R., Inbar, I., Liberman, M., Pass, Y., Salomon-Segev, I., & Shalit, M. (2000) · The Leadership Quarterly · doi:10.1016/s1048-9843(00)00042-4 · Cited by 102 · see citing works
The longitudinal effects of teacher judgement and different teacher treatment on students’ academic outcomes
Zhu, M., Urhahne, D., & Rubie-Davies, C. M. (2017) · Educational Psychology · doi:10.1080/01443410.2017.1412399 · Cited by 96 · see citing works
“Consistent with previous classroom studies (Hinnant, Brien, & Ghazarian, 2009; Jussim, 1989; Madon et al., 1997; Trouilloud et al., 2002), findings revealed a modest self-fulfilling prophecy effect of teacher judgement, indicated by small direct effects of teacher judgement on students’ future achievement.”
BackgroundResultInfluential
Denial outperforms apology in repairing organizational trust despite strong evidence of guilt
Fuoli, M., van de Weijer, J., & Paradis, C. (2017) · Public Relations Review · doi:10.1016/j.pubrev.2017.07.007 · Cited by 93 · see citing works
Selling students short: Racial differences in teachers’ evaluations of high, average, and low performing students
Irizarry, Y. (2015) · Social Science Research · doi:10.1016/j.ssresearch.2015.04.002 · Cited by 89 · see citing works
Self-fulfilling Prophecies: Mechanisms, Power, and Links to Social Problems
Madon, S., Willard, J., Guyll, M., & Scherr, K. C. (2011) · Social and Personality Psychology Compass · doi:10.1111/j.1751-9004.2011.00375.x · Cited by 63 · see citing works
“, 2008) and unclear self-views (Swann & Ely, 1984), and those who are stigmatized because of their membership in stereotyped groups (Jussim et al., 1996; Madon et al., 1997; Smith et al., 1998).”
InfluentialSelf-citation
Why call someone by what we don't want them to be? The ethics of labeling in forensic/correctional psychology
Willis, G. M. (2017) · Psychology Crime and Law · doi:10.1080/1068316x.2017.1421640 · Cited by 92 · see citing works
University access, inclusion and social justice
Hlalele, D. J., & Alexander, G. (2012) · South African Journal of Higher Education · Cited by 88 · see citing works
Classroom Assessment and Educational Measurement
Brookhart, S. M., & McMillan, J. H. (2019) · Routledge eBooks · doi:10.4324/9780429507533 · Cited by 93 · see citing works
Expectations of obese trainees: How stigmatized trainee characteristics influence training effectiveness.
Shapiro, J. R., King, E. B., & Quiñones, M. A. (2007) · Journal of Applied Psychology · doi:10.1037/0021-9010.92.1.239 · Cited by 76 · see citing works
How and Why Theories Matter: A Comment on Felin and Foss (2009)
Ferraro, F., Pfeffer, J., & Sutton, R. I. (2009) · Organization Science · doi:10.1287/orsc.1090.0432 · Cited by 71 · see citing works
“…all instances of selffulfilling effects have been empirically confirmed (e.g., Brophy 1983) or that self-fulfilling expectations affect everyone equally at all times (e.g., Madon et al. 1997, Jussim and Harber 2005; see also the fascinating field experiment conducted by Salganik and Watts (2008)).”
Background
Stereotypes and Behavioral Confirmation: From Interpersonal to Intergroup Perspectives
Klein, O., & Snyder, M. (2003) · Advances in experimental social psychology · doi:10.1016/s0065-2601(03)01003-7 · Cited by 72 · see citing works
“In line with this analysis, Maddon, Jussim, and Eccles (1997) have shown that disadvantaged groups such as African-Americans and people low in socioeconomic status (SES) were most vulnerable to stereotype confirmation.”
Method
Effect of psychopathy, abuse, and ethnicity on juvenile probation officers' decision-making and supervision strategies.
Vidal, S., & Skeem, J. L. (2007) · Law and Human Behavior · doi:10.1007/s10979-006-9077-1 · Cited by 70 · see citing works
“First, an officer’s expectations that a youth will be difficult to relate to, and will not participate meaningfully in—or benefit from—treatment could become a self-fulfilling prophecy (see, e.g., Lorion & Parron, 1987; Madon, Jussim, & Eccles, 1997; Maruna, LeBel, Mitchell, & Naples, 2004).”
Background
Welcoming the Unwelcome: How Contact Shapes Contexts of Reception for New Immigrants in Germany and the United States
Kotzur, P. F., Tropp, L. R., & Wagner, U. (2018) · Journal of Social Issues · doi:10.1111/josi.12300 · Cited by 68 · see citing works
Self-Fulfilling Prophecies
Madon, S., Guyll, M., Spoth, R. L., & Willard, J. (2004) · Psychological Science · doi:10.1111/j.0956-7976.2004.00764.x · Cited by 63 · see citing works
“Moreover,self-fulfilling prophecies tend tobe more helpful than harmful (Madon et al., 2003; Madon, Jussim, & Eccles, 1997 ).”
Self-citation
Pygmalion and the gender gap: do teacher expectations contribute to differences in achievement between boys and girls at the beginning of schooling?
Gentrup, S., & Rjosk, C. (2018) · Educational Research and Evaluation · doi:10.1080/13803611.2018.1550840 · Cited by 62 · see citing works
“To identify such bias, we followed the residual approach proposed by Madon, Jussim, and Eccles (1997).”
Method
Moderators of Language Acquisition Models and Reading Achievement for English Language Learners: The Role of Emotional Warmth and Instructional Support
López, F. (2012) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811211400803 · Cited by 61 · see citing works
What Do We Think About Muslims? The Validity of Westerners' Implicit Theories About the Associations Between Muslims' Religiosity, Religious Identity, Aggression Potential, and Attitudes Toward Terrorism
Fischer, P., Greitemeyer, T., & Kastenmüller, A. (2007) · Group Processes & Intergroup Relations · doi:10.1177/1368430207078697 · Cited by 61 · see citing works
Potential Impact of ADHD With Stimulant Medication Label on Teacher Expectations
Batzle, C. S., Weyandt, L., Janusis, G. M., & Devietti, T. (2010) · Journal of Attention Disorders · doi:10.1177/1087054709347178 · Cited by 62 · see citing works
“Madon et al. (1997) investigated naturally occurring self-fulfilling prophecies in a large sample of sixth-grade teachers and students, which determined that low academic achievers were more susceptible to teacher expectations than high achievers and the strongest selffulfilling prophecies occurred…”
Background
Construction of Social Reality During Early Adolescence: Can Expecting Storm and Stress Increase Real or Perceived Storm and Stress?
Buchanan, C. M., & Hughes, J. L. (2009) · Journal of Research on Adolescence · doi:10.1111/j.1532-7795.2009.00596.x · Cited by 60 · see citing works
The Role of Teachers' Expectations in the Association between Children's SES and Performance in Kindergarten: A Moderated Mediation Analysis
Speybroeck, S., Kuppens, S., Damme, J. V., Petegem, P. V., Lamote, C., Boonen, T., & de Bilde, J. (2012) · PLoS ONE · doi:10.1371/journal.pone.0034502 · Cited by 60 · see citing works
“A range of studies have demonstrated an effect of teachers’ expectations in various subject areas, such as mathematics [8], [14], [15], [16], [17], reading [8], [17], [18], [12] and sport education [6], [13].”
Background
Self-Fulfilling Prophecies, Perceptual Biases, and Accuracy at the Individual and Group Levels
Smith, A. E., Jussim, L. J., Eccles, J. S., VanNoy, M., Madon, S., & Palumbo, P. (1998) · Journal of Experimental Social Psychology · doi:10.1006/jesp.1998.1363 · Cited by 58 · see citing works
“Instead, existing evidence (e.g., Funder, 1995; Jussim, 1991; Jussim et al., 1996; Kenny, 1994; Madon et al., 1997; Raudenbush, 1984; Rosenthal & Rubin, 1978; Smith, Jussim, & Eccles, 1998) does support the following conclusions: (1) Self-fulfilling prophecies are typically small, although there are some conditions un…”
MethodResultInfluentialSelf-citation
Subtle discrimination: do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps?
Lorenz, G. (2021) · Social Psychology of Education · doi:10.1007/s11218-021-09615-0 · Cited by 62 · see citing works
Teacher perceptions of student motivation and engagement: longitudinal associations with student outcomes
Brandmiller, C., Schnitzler, K., & Dumont, H. (2023) · European Journal of Psychology of Education · doi:10.1007/s10212-023-00741-1 · Cited by 78 · see citing works
“…this research has focussed on the causes and effects of teacher perceptions and expectations regarding student achievement, leaving aside other aspects of students’ classroom behaviour (for a few exceptions, see Gentrup & Rjosk, 2018; Jussim et al., 1996; Madon et al., 1997; Westphal et al., 2016).”
Stigma and stratification limiting the math course progression of adolescents labeled with a learning disability
Shifrer, D. (2016) · Learning and Instruction · doi:10.1016/j.learninstruc.2015.12.001 · Cited by 55 · see citing works
Trust and distrust in safety leadership: Mirror reflections?
Conchie, S. M., Taylor, P. J., & Charlton, A. (2011) · Safety Science · doi:10.1016/j.ssci.2011.04.002 · Cited by 54 · see citing works
“Consistent with these arguments, research has shown that ability carries important information for trust development (Madon et al., 1997), presumably because it offers an objective measure of the credentials of the leader and how much they may be relied upon (or trusted at this level).”
Background
Science Anxiety as a Function of Gender and Experience
Brownlow, S., Jacobi, T., & Rogers, M. (2000) · Sex Roles · doi:10.1023/a:1007040529319 · Cited by 53 · see citing works
“Even if a teacher did have positive beliefs about student’s ability, that attitude will not cause change in the student if that student has a low self-efficacy for math ( Madon et al., 1997 ).”
Background
Temperament, activity, and expectations for later personality development.
Graziano, W. G., Jensen‐Campbell, L. A., & Sullivan-Logan, G. M. (1998) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.74.5.1266 · Cited by 52 · see citing works
Paternal Incarceration and Teachers’ Expectations of Students
Wildeman, C., Scardamalia, K. M., Walsh, E. G., O’Brien, R., & Brew, B. (2017) · Socius Sociological Research for a Dynamic World · doi:10.1177/2378023117726610 · Cited by 50 · see citing works
Flattery may get you somewhere: The strategic implications of providing positive vs. negative feedback about ability vs. ethicality in negotiation
Kim, P. H., Diekmann, K. A., & Tenbrunsel, A. E. (2003) · Organizational Behavior and Human Decision Processes · doi:10.1016/s0749-5978(02)00522-8 · Cited by 50 · see citing works
The self-fulfilling influence of mother expectations on children's underage drinking.
Madon, S., Guyll, M., Spoth, R., Cross, S., & Hilbert, S. J. (2003) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.84.6.1188 · Cited by 38 · see citing works
“This issue cannot be tested with raw scores of mother expectations because even very high raw scores may underestimate the alcohol use of some children relative to what would have been predicted from the background variables, whereas very low raw scores may overestimate the alcohol use of other children relative to wh…”
BackgroundResultInfluentialSelf-citation
Beyond Stigma and Stereotypes: An Ethnographic Study on the Effects of School-Imposed Labeling on Black Males in an Urban Charter School
Marsh, L. T. S., & Noguera, P. A. (2017) · The Urban Review · doi:10.1007/s11256-017-0441-x · Cited by 51 · see citing works
Exploring Longitudinal Changes in Teacher Expectancy Effects on Children's Mathematics Achievement
Jamil, F. M., Larsen, R., & Hamre, B. K. (2018) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.49.1.0057 · Cited by 48 · see citing works
Reflected Appraisal through a 21st-Century Looking Glass
Wallace, H. M., & Tice, D. M. (2012) · Digital Commons - Trinity University (Trinity University) · Cited by 47 · see citing works
Academic Expectations of Australian Students from Aboriginal, Asian and Anglo Backgrounds: Perspectives of Teachers, Trainee-teachers and Students
Dandy, J., Durkin, K., Barber, B. L., & Houghton, S. J. (2015) · International Journal of Disability Development and Education · doi:10.1080/1034912x.2014.984591 · Cited by 46 · see citing works
“Previous research has indicated that teachers’ perceptions of their students influence their behaviour towards them, may bias their evaluations of them, and predict students’ achievement levels (Madon et al., 1997; Rubie-Davies et al., 2006; Smith et al., 1999; Weinstein et al., 2004).”
Background
Reciprocity of the relationship between role ambiguity and group cohesion in youth interdependent sport
Bosselut, G., McLaren, C. D., Eys, M., & Heuzé, J.-P. (2011) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2011.09.002 · Cited by 45 · see citing works
The demise of leadership: Positivity and negativity biases in evaluations of dead leaders
Allison, S. T., Eylon, D., Beggan, J. K., & Bachelder, J. (2009) · The Leadership Quarterly · doi:10.1016/j.leaqua.2009.01.003 · Cited by 44 · see citing works
Pygmalion’s 50th anniversary: the state of the art in teacher expectation research
Timmermans, A. C., Rubie-Davies, C. M., & Rjosk, C. (2018) · Educational Research and Evaluation · doi:10.1080/13803611.2018.1548785 · Cited by 42 · see citing works
Lehrer
Kunter, M., & Pohlmann, B. (2014) · Springer-Lehrbuch · doi:10.1007/978-3-642-41291-2_11 · Cited by 42 · see citing works
Do teacher judgments of student intelligence predict life outcomes?
Fischbach, A., Baudson, T. G., Preckel, F., Martin, R., & Brunner, M. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2013.07.004 · Cited by 39 · see citing works
Expectations for Students with Cognitive Disabilities: Is the Cup Half Empty or Half Full? Can the Cup Flow Over?
McGrew, K. S., Evans, J., & Consulting, E. (2004) · Cited by 38 · see citing works
The Extent and Consequences of Risk in U.S. Education
Land, D., & Legters, N. E. (2002) · Yearbook of the National Society for the Study of Education · doi:10.1111/j.1744-7984.2002.tb00073.x · Cited by 38 · see citing works
A Sociocognitive View of Repeated Interfirm Exchanges: How the Coevolution of Trust and Learning Impacts Subsequent Contracts
Weber, L. (2017) · Organization Science · doi:10.1287/orsc.2017.1139 · Cited by 35 · see citing works
The role of race and teachers’ cultural awareness in predicting low-income, Black and Hispanic students’ perceptions of educational attainment
Mahatmya, D., Lohman, B. J., Brown, E. L., & Conway-Turner, J. (2016) · Social Psychology of Education · doi:10.1007/s11218-016-9334-1 · Cited by 35 · see citing works
Building Trust with Material and Immaterial Corporate Social Responsibility: Benefits and Consequences*
Hoang, H., & Phang, S. (2022) · Contemporary Accounting Research · doi:10.1111/1911-3846.12838 · Cited by 34 · see citing works
Teacher evaluation of student ability: what roles do teacher gender, student gender, and their interaction play?
Krkovic, K., Greiff, S., Kupiainen, S., Vainikainen, M., & Hautamäki, J. (2014) · Educational Research · doi:10.1080/00131881.2014.898909 · Cited by 34 · see citing works
“Madon, Jussim, and Eccles (1997) showed that teachers’ over- and underestimations of students’ abilities are related to students’ future performance.”
Background
Introduction to “Preparation and Development of Mainstream Teachers for Today’s Linguistically Diverse Classrooms”
Villegas, A. M. (2018) · The Educational Forum · doi:10.1080/00131725.2018.1420848 · Cited by 34 · see citing works
Measuring teacher attitudes and expectations toward students with ADHD: Development of the Test of Knowledge About ADHD (KADD)
Hepperlen, T. M., Clay, D. L., Henly, G. A., BARKÉ, C. R., Hehperlen, T. M., & Clay, D. L. (2002) · Journal of Attention Disorders · doi:10.1177/108705470200500301 · Cited by 33 · see citing works
“Thc innovative research of Rosenthal and Jacobson (1968) served as a catalyst for the exploration of teacher expectations, and the potential phenomcna of self-fulfilling prophecies. Within just a decade of the publication of this seminal research, over 345 studies were published on tcachcr expectancies (Rosenthal & Ru…”
Background
The extent to which teacher attitudes and expectations predict academic achievement of final year students
Jacobs, N., & Harvey, D. (2009) · Educational Studies · doi:10.1080/03055690903162374 · Cited by 32 · see citing works
The “sexually abused child”: Potential mechanisms of adverse influences of such a label
Holguin, G., & Hansen, D. J. (2002) · Aggression and Violent Behavior · doi:10.1016/s1359-1789(02)00101-5 · Cited by 31 · see citing works
Teachers’ Expectancy and Efficacy as Correlates of School Achievement in Delta, Mississippi
Al-Fadhli, H. M., & Singh, M. S. (2006) · Journal of Personnel Evaluation in Education · doi:10.1007/s11092-007-9032-9 · Cited by 31 · see citing works
“Several investigators ( Madon et al. 1997; J Pers Eval Educ (2006) 19:51–67 53”
Background
The Effect of Expectation on Student Achievement
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Teacher expectations: II. Construction and reflection of student achievement.
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Self-citation
Am I as You See Me or Do You See Me as I Am? Self-Fulfilling Prophecies and Self-Verification
Madon, S., Smith, A. E., Jussim, L. J., Russell, D. W., Eccles, J. S., Palumbo, P., & Walkiewicz, M. (2001) · Personality and Social Psychology Bulletin · doi:10.1177/0146167201279013 · Cited by 75 · see citing works
Self-citation
PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN Madon et al. / MUTUAL INFLUENCE Am I as You See Me or Do You See Me as I Am? Self-Fulfilling Prophecies and Self-Verification
Madon, S., Smith, A., Jussim, L., Russell, D. W., Eccles, J. S., Palumbo, P., & Walkiewicz, M. (2015)
Self-citation
Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies
Jussim, L. J., & Harber, K. D. (2005) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr0902_3 · Cited by 1,203 · see citing works
Self-citation
Social Perception, Social Stereotypes, and Teacher Expectations: Accuracy and the Quest for the Powerful Self-Fulfilling Prophecy
Jussim, L., Eccles, J., & Madon, S. (1996) · Advances in Experimental Social Psychology · doi:10.1016/s0065-2601(08)60240-3 · Cited by 555 · see citing works
Self-citation

Authors: Madon, S., Jussim, L., & Eccles, J.
Affiliations: Rutgers, The State University of New Jersey (US)
University of Michigan (US)
ORCID: Madon, Stephanie
Jussim, Lee
Eccles, Jacquelynne
Venue: Journal of Personality and Social Psychology
Publisher: American Psychological Association (APA)
Published: 1997
Volume: 72
Issue: 4
Pages: 791-809
ISSN: 0022-3514 (ISSN-L)
1939-1315
DOI: 10.1037/0022-3514.72.4.791
OpenAlex: W2101860102
Cited by: 304
References: 83
Citations by year: 2026: 3 · 2025: 9 · 2024: 6 · 2023: 13 · 2022: 14 · 2021: 15 · 2020: 13 · 2019: 12 · 2018: 16 · 2017: 19 · 2016: 8 · 2015: 18 · 2014: 13 · 2013: 12 · 2012: 13
FWCI: 11.46
Type: journal article
Language: en
Open access: closed
Locations: Journal of Personality and Social Psychology (publishedVersion)
PubMed (publishedVersion)
Funders: National Institutes of Health (5r29hd028401-05)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (1 R29 HD28401-01A1)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Education › School Choice and Performance
Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
Keywords: self-fulfilling prophecy, teacher expectations, teacher perceptions, achievement, low achievers, high achievers, self-concept, self-enhancement theory, sixth grade students, mathematics achievement, academic records
MeSH terms: Achievement, Adolescent, Adult, Child, Female, Humans, Male, Motivation, Problem Solving, Self Concept, Set, Psychology, Social Behavior, Social Perception

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In search of the powerful self-fulfilling prophecy

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