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

The DOI matches its Crossref record; 84 of the 84 references it cites were found in a registry or an index.

In search of the powerful self-fulfilling prophecy

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

Open this paper in CoChat — free account

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.

Integrity signals

Registry

Crossref · 10.1037/0022-3514.72.4.791

Cites

84 of 84 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations
Baron, R. M., & Kenny, D. A. (1986) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.51.6.1173 · Cited by 91,532
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Cohen, P., Cohen, P., West, S. G., & Aiken, L. S. (2014) · Psychology Press eBooks · doi:10.4324/9781410606266 · Cited by 20,870
Intrinsic Motivation and Self-Determination in Human Behavior
Miller, K. A. J., Deci, E. L., & Ryan, R. M. (1988) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2070638 · Cited by 15,406
Untitled work
(1979) · Medical Entomology and Zoology · Cited by 11,252
Stereotype threat and the intellectual test performance of African Americans.
Steele, C. M., & Aronson, J. (1995) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.69.5.797 · Cited by 9,020
Multiple regression in behavioral research
Kerlinger, F. N., & Pedhazur, E. J. (1973) · Medical Entomology and Zoology · Cited by 4,919
Expectancies, values and academic behaviors
Eccles, J. S. (1983) · Publication Server of Goethe University Frankfurt am Main (Goethe University Frankfurt) · Cited by 3,901
Self-citation
Attribution: Perceiving the Causes of Behavior
JONES, E. E. (1987) · Medical Entomology and Zoology · Cited by 3,760
The Perceived Competence Scale for Children
Harter, S. (1982) · Child Development · doi:10.2307/1129640 · Cited by 3,639
Review of personality and social psychology
Wheeler, L. S., & Shaver, P. R. (1980) · UMI Books on Demand · Cited by 3,593

Show all 83 references

Sorted by citations

Items 101–200 of 302

Migrationshintergrund, Minderheitenzugehörigkeit und Bildungserfolg: Forschungsergebnisse der pädagogischen, Entwicklungs- und Sozialpsychologie
Schofield, J. W. (2006) · Fachinformationen für Politikwissenschaft, Verwaltungswissenschaft und Kommunalwissenschaften (Institut für Friedensforschung und Sicherheitspolitik) · Cited by 29
Cross-lagged relations between kindergarten teachers’ causal attributions, and children’s interest value and performance in mathematics
Upadyaya, K., Viljaranta, J., Lerkkanen, M., Poikkeus, A., & Nurmi, J. (2011) · Social Psychology of Education · doi:10.1007/s11218-011-9171-1 · Cited by 29
“Similarly, it has been found that teachers’ expectations concerning students’ achievement predict students’ achievement at school (Jussim and Harber 2005; Madon et al. 1997).”
Background
The Integration Project Among White Teachers and Racial/Ethnic Minority Youth: Understanding Bias in School Practice
Fergus, E. (2017) · Theory Into Practice · doi:10.1080/00405841.2017.1336036 · Cited by 36
The impact of teachers' expectations on students' educational opportunities in the life course: An empirical test of a subjective expected utility explanation
Becker, D. (2013) · Rationality and Society · doi:10.1177/1043463113504448 · Cited by 28
“While preceding analyses (Hinnant et al., 2009; Madon et al., 1997, 2006; Sorhagen, 2013) used the residuals from logistic regression analysis, I aim to refine the method of estimating teachers’ over- and underestimations by residualizing teachers’ expectations using generalized probit residuals…”
BackgroundMethodResultInfluential
The influence of reputation information on the assessment of undergraduate student work
Batten, J. C., Batey, J., Shafe, L., Gubby, L., & Birch, P. D. J. (2011) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2011.640928 · Cited by 28
“Conversely, and with the adoption of a larger sample, Madon, Jussim, and Eccles ( 1997 ) reported that positive expectancy effects were generally more powerful than negative ones.”
Background
The role of children's competence experiences in the socialization process: A dynamic process framework for the Academic arena
Pomerantz, E. M., Wang, Q., & Ng, F. F. (2005) · Advances in child development and behavior · doi:10.1016/s0065-2407(05)80008-4 · Cited by 28
The Contributions of Parental, Academic, School, and Peer Factors to Differences by Socioeconomic Status in Adolescents’ Locus of Control
Shifrer, D. (2018) · Society and Mental Health · doi:10.1177/2156869318754321 · Cited by 34
“…that the vicarious experience of experiencing success at school (e.g., high course grades, speaking the dominant language), experiences more common among higher SES youth (Gándara 1995; Reardon 2011), may internalize control more broadly (Gándara 1995; Karlson 2015; Madon, Jussim and Eccles 1997).”
Requirements Meet Reality: Finnish Teachers’ Practices in Linguistically Diverse Classrooms
Heikkola, L. M., Alisaari, J., Vigren, H., & Commins, N. L. (2022) · Journal of Language Identity & Education · doi:10.1080/15348458.2021.1991801 · Cited by 31
When Both the Skilled and Unskilled are Unaware: Consequences for Academic Performance
Mattern, K. D., Burrus, J. T., & Shaw, E. J. (2009) · Self and Identity · doi:10.1080/15298860802618963 · Cited by 26
“The term self-fulfilling prophecy typically refers to occurrences where one's expectations about another person leads them to behave in some way so as to confirm those expectations; and nearly all self-fulfilling prophecy research concerning performance in school has investigated how teachers' expectations about stude…”
Background
Predicting High School Graduation and College Enrollment: Comparing Early Warning Indicator Data and Teacher Intuition
Soland, J. G. (2013) · Journal of Education for Students Placed at Risk (JESPAR) · doi:10.1080/10824669.2013.833047 · Cited by 28
Les connaissances actuelles sur l'effet Pygmalion : processus, poids et modulateurs
Trouilloud, D. O., & Sarrazin, P. G. (2003) · HAL · doi:10.3406/rfp.2003.2988 · Cited by 26
Managing reputation loss in China: in-depth analyses of financial restatements
Wu, P., Gao, L., Chen, Z., & Xiao, L. (2016) · Chinese Management Studies · doi:10.1108/cms-12-2015-0275 · Cited by 26
Can students themselves narrow the socioeconomic-status-based achievement gap through their own persistence and learning time?
Huang, H. (2015) · Education Policy Analysis Archives · doi:10.14507/epaa.v23.1977 · Cited by 35
A Theory of Ethical Accounting and Its Implications for Hypocrisy in Organizations
Kim, P. H., Wiltermuth, S. S., & Newman, D. T. (2019) · Academy of Management Review · doi:10.5465/amr.2018.0161 · Cited by 28
When doing good will not save us: Revisiting the buffering effect of CSR following service failures
Antonetti, P., Crisafulli, B., & Maklan, S. (2021) · Psychology and Marketing · doi:10.1002/mar.21531 · Cited by 25
Teacher expectations and their relations with primary school students’ achievement, self-concept, and anxiety in mathematics
Hollenstein, L., Rubie-Davies, C. M., & Brühwiler, C. (2023) · Social Psychology of Education · doi:10.1007/s11218-023-09856-1 · Cited by 41
“Teacher expectations were operationalized using the Madon et al. (1997) residual approach (Hinnant et al., 2009; Rubie-Davies & Peterson, 2016).”
Health-Related Quality of Life and Mental Health in Drug Hypersensitivity Reactions and Drug-Induced Anaphylaxis: A Systematic Review and Meta-Analysis
Martini, M., Taranto, M. D., Höfer, V., Worm, M., & Bilò, M. B. (2023) · The Journal of Allergy and Clinical Immunology In Practice · doi:10.1016/j.jaip.2023.03.012 · Cited by 24
Do age stereotypes as social role expectations for older adults influence personality development?
Kornadt, A. E. (2015) · Journal of Research in Personality · doi:10.1016/j.jrp.2015.11.005 · Cited by 24
Deaf adults: retrospective narratives of school experiences and teacher expectations
Smith, D. H. (2012) · Disability & Society · doi:10.1080/09687599.2012.732537 · Cited by 24
Sources of Expectancy Information among College Coaches: A Qualitative Test of Expectancy Theory
Solomon, G. B., & Rhea, D. (2008) · International Journal of Sports Science & Coaching · doi:10.1260/174795408785100725 · Cited by 25
“Similarly, those examining expectancy effects in education offer a conceptual model which includes student academic performance as a primary source of teacher information but also include personal and personality characteristics as secondary sources of influence [6, 23].”
Background
Four mediation models of teacher expectancy effects on students’ outcomes in mathematics and literacy
Trusz, S. (2017) · Social Psychology of Education · doi:10.1007/s11218-017-9418-6 · Cited by 27
“The problem of omitted variables is typical of correlational studies (cf. Madon et al. 1997; Smith et al. 1999).”
BackgroundResultInfluential
Gender comparisons of income expectations in the USA at the beginning of medical school during the past 28 years
Hojat, M., Gonnella, J. S., Erdmann, J. B., Rattner, S. L., Veloski, J. J., Glaser, K., & Xu, G. (2000) · Social Science & Medicine · doi:10.1016/s0277-9536(99)00407-4 · Cited by 23
Developing an Indigenous Measure of Overall Health and Well-being: The Wicozani Instrument
Peters, H. J., Peterson, T. R., & Community, T. D. W. (2019) · American Indian and Alaska Native Mental Health Research · doi:10.5820/aian.2602.2019.96 · Cited by 22
Professors' Expectations About Online Education and Its Relationship With Characteristics of University Entrance and Students' Academic Performance During the COVID-19 Pandemic
Lobos, K., Bustos, C., Cobo‐Rendón, R., Branada, C. F., Bruna, C., & Maldonado-Trapp, A. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.642391 · Cited by 24
“When professors present negative expectations about their students’ performance, they can have a negative influence, especially, in the case of underachieving students (Madon et al., 1997; De Boer et al., 2018).”
Background
The Nongeneralizability of Classroom Dynamics as Predictors of Achievement for Hispanic Students in Upper Elementary Grades
López, F. (2011) · Hispanic Journal of Behavioral Sciences · doi:10.1177/0739986311415222 · Cited by 22
Labeling in Interactional Practice: Applying Labeling Theory to Interactions and Interactional Analysis to Labeling
Thompson, G. A. (2014) · Symbolic Interaction · doi:10.1002/symb.127 · Cited by 26
Döner vs. Schweinebraten – Stereotype von (angehenden) Lehrkräften über Personen deutscher und türkischer Herkunft im Vergleich
Bonefeld, M., & Karst, K. (2019) · Springer eBooks · doi:10.1007/978-3-658-27275-3_6 · Cited by 21
Regaining Fans’ Trust after Negative Incidents: Fit between Responses and Nature of Incidents
Lee, C., Bang, H., & Lee, D. (2013) · Sport Marketing Quarterly · doi:10.1177/106169341302200407 · Cited by 21
Influence of misaligned parents’ aspirations on long-term student academic performance
de Boer, H., & van der Werf, G. P. C. (2015) · Educational Research and Evaluation · doi:10.1080/13803611.2015.1039548 · Cited by 22
Invisible Disabilities and Inequality
McLeod, J. D. (2023) · Social Psychology Quarterly · doi:10.1177/01902725231153307 · Cited by 26
“Teachers’ and parents’ expectations for children with invisible disabilities strongly influence the eventual success of the children (Madon, Jussim, and Eccles 1997).”
Background
Teacher Stereotypes and Teacher Expectations at the Intersection of Student Gender and Socioeconomic Status
Gentrup, S., Olczyk, M., & Lorenz, G. (2024) · Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie · doi:10.1026/0049-8637/a000291 · Cited by 19
Predicting the Grades of Low-Income–Ethnic-Minority Students From Teacher-Student Discrepancies in Reported Motivation
Harvey, K. E., Suizzo, M., & Jackson, K. M. (2015) · The Journal of Experimental Education · doi:10.1080/00220973.2015.1054332 · Cited by 25
Do Gender and Ethnicity Make the Difference? Linguistic Evaluation Bias in Primary School
Menegatti, M., Crocetti, E., & Rubini, M. (2017) · Journal of Language and Social Psychology · doi:10.1177/0261927x17694980 · Cited by 18
Stéréotypes de la difficulté scolaire : un outil de recueil
Desombre, C., Delelis, G., Lachal, M., Urban, E., Roye, L., Gaillet, F., & Antoine, L. (2008) · L’Orientation scolaire et professionnelle · doi:10.4000/osp.1673 · Cited by 20
A Systematic Review on Teacher’s Expectations and Classroom Behaviors
Aydın, Ö., & Ok, A. (2022) · Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi · doi:10.31704/ijocis.2022.011 · Cited by 28
“…öğretmenler, öğrencilerin başarısına ilişkin beklentileri yüksek olduğunda, bu öğrencilerin çalışmalarını daha olumlu değerlendirme, onlara daha zorlayıcı görevler verme, daha fazla övgü ve olumlu pekiştireç sunarak daha teşvik edici davranma eğilimi gösterirler (Babad, 1992; Madon et al., 1997).”
Teacher-student relationship and student engagement: the moderating role of educational hope
Kit, P. L., Liem, G. A. D., & Chong, W. H. (2022) · Educational Psychology · doi:10.1080/01443410.2022.2108766 · Cited by 17
“…relationships with students (Hendrickson, 2012), provide emotional support and instrumental help (Wentzel, 2009), communicate high expectations (Madon et al., 1997), clarify the envisioning of future selves (Markus & Ruvolo, 1989), and provide clear directions about goals to strive towards…”
Background
Teacher judgements and gender achievement gaps in primary education in England, Germany, and the US
Olczyk, M., Gentrup, S., Schneider, T., Volodina, A., Casoni, V. P., Washbrook, E., Kwon, S. J., & Waldfogel, J. (2023) · Social Science Research · doi:10.1016/j.ssresearch.2023.102938 · Cited by 21
The mediation of mothers' self-fulfilling effects on their children's alcohol use: Self-verification, informational conformity, and modeling processes.
Madon, S., Guyll, M., Buller, A. A., Scherr, K. C., Willard, J., & Spoth, R. L. (2008) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.95.2.369 · Cited by 19
Self-citation
The Technological Age: The Effects of Perceived Age in Technology Training
McCausland, T. C., King, E., Bartholomew, L. N., Feyre, R. P., Ahmad, A., & Finkelstein, L. M. (2015) · Journal of business and psychology · doi:10.1007/s10869-014-9390-5 · Cited by 16
“Finally, small effect sizes are common to self-fulﬁlling prophecy research (Jussim and Harber 2005; Madon et al. 1997); however, even if effect sizes are seemingly trivial, over time, these effects can translate into meaningful organizational consequences and thereby warrant attention (Martell et…”
Background
The Effects of Strengths-Based Information on Teachers’ Expectations for Diverse Students
Wellborn, C. R., Huebner, E. S., & Hills, K. J. (2012) · Child Indicators Research · doi:10.1007/s12187-011-9133-3 · Cited by 16
“These factors can impact students’ immediate success, as well as long-term outcomes, if negative attitudes are internalized by students (Weinstein and Middlestadt 1979), particularly low-achieving students (Madon et al. 1997).”
Background
Self-Esteem and Academic Performance of 4 th Graders in two Elementary Schools in Kingston and St. Andrew, Jamaica
Colquhoun, L. K., & Bourne, P. A. (2012) · Asian Journal of Business and Management · Cited by 16
The Distinctiveness Effect in Social Interaction: Creation of a Self-Fulfilling Prophecy
Nelson, L. J., & Klutas, K. (2000) · Personality and Social Psychology Bulletin · doi:10.1177/0146167200261012 · Cited by 16
The Role Of Self-Fulfilling Prophecies In Education: Teacher-Student Perceptions
JENNIFER, C. (2018) · i-manager’s Journal on Educational Psychology · doi:10.26634/jpsy.12.1.14639 · Cited by 15
“This finding is in line with previous research findings that conclude that when teachers hold inaccurate views, lowperforming students suffer greater impact (Madon et al., 1997).”
BackgroundResult
Teacher judgements, student social background, and student progress in primary school: a cross-country perspective
Olczyk, M., Kwon, S. J., Lorenz, G., Casoni, V. P., Schneider, T., Volodina, A., Waldfogel, J., & Washbrook, E. (2022) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-022-01119-7 · Cited by 17
“…identify biased teacher judgements and their SES gradient: a positive residual score represents teacher overestimation and a negative residual score represents teacher underestimation; the prediction of student achievement is more accurate the closer a residual score is to zero (Madon et al. 1997).”
BackgroundMethodInfluential
Self-Verification as a Mediator of Mothers’ Self-Fulfilling Effects on Adolescents’ Educational Attainment
Scherr, K. C., Madon, S., Guyll, M., Willard, J., & Spoth, R. L. (2011) · Personality and Social Psychology Bulletin · doi:10.1177/0146167211399777 · Cited by 14
“Rarely have studies controlled for both students’ grades and standardized test scores plus students’ motivation (for exceptions, see Jussim, 1989; Jussim & Eccles, 1992; Madon et al., 1997), and no studies have controlled for adolescents’ deviant behaviors, perceptions of friends’ views about school, and adolescents’…”
BackgroundSelf-citation
Should teachers be accurate or (overly) positive? A competitive test of teacher judgment effects on students’ reading progress
Förster, N., Humberg, S., Hebbecker, K., Back, M. D., & Souvignier, E. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101519 · Cited by 13
Initial elementary education findings from Promise Indiana's Children's savings account program
Elliott, W., Kite, B. A., O’Brien, M. S., Lewis, M. K., & Palmer, A. N. (2018) · Children and Youth Services Review · doi:10.1016/j.childyouth.2018.01.004 · Cited by 13
Effect of Acceptance Expectations on the Employment Development of Individuals With Disabilities: The Self‐Fulfilling Prophecy Applied
Chen, L. (2015) · Journal of Employment Counseling · doi:10.1002/joec.12008 · Cited by 12
An argument for egalitarian confirmation bias and against political diversity in academia
Peters, U. (2020) · Synthese · doi:10.1007/s11229-020-02846-2 · Cited by 12
“These effects tend to be weaker when it comes to underestimates especially in the academic contexts relevant here (Madon et al. 1997, p. 806).”
BackgroundResultInfluential
Media awareness among Hong Kong primary students
Chu, S. K. W., Lau, W. W. F., Chu, D., Lee, C. W. Y., & Chan, L. L. H. (2014) · Journal of Librarianship and Information Science · doi:10.1177/0961000614551448 · Cited by 12
“In the worst case, extreme negative expectations may lead to stigmatization, which will have a detrimental effect on student learning outcomes (Madon et al., 1997; Jussim et al., 1996).”
Background
“Put Me in Coach… I'm Better Than You Think I Am!” Coaches' Perceptions of Their Expectations in Youth Sport
Wilson, M. A., Cushion, C. J., & Stephens, D. E. (2006) · International Journal of Sports Science & Coaching · doi:10.1260/174795406777641311 · Cited by 12
“2 (correlation or regression coefficients) difference in individual achievement [13, 14, 15].”
Background
Context and Identification in Persuasive Mass Communication
Joyce, N., & Harwood, J. (2014) · Journal of Media Psychology Theories Methods and Applications · doi:10.1027/1864-1105/a000110 · Cited by 12
Who benefits the most? Teacher expectations and their relation with students’ achievement in mathematics in primary school
Hollenstein, L., Brühwiler, C., & König, J. (2024) · European Journal of Social Psychology · doi:10.1002/ejsp.3035 · Cited by 13
Traditional Students as Second Class Citizens through Modern Day Tracking
Fletcher, E. C., & Haynes, D. D. (2020) · Journal of Education for Students Placed at Risk (JESPAR) · doi:10.1080/10824669.2020.1768857 · Cited by 13
A quasi‐experimental examination of knowledge‐sharing interventions enhancing service performance: The roles of time, occupational identity, and image
Li, N., Zheng, X., Yu, Y., & Yu, J. (2022) · Journal of Organizational Behavior · doi:10.1002/job.2609 · Cited by 14
Responses to within‐group criticism: does past adherence to group norms matter?
Tarrant, M., & Campbell, E. (2007) · European Journal of Social Psychology · doi:10.1002/ejsp.441 · Cited by 11
Lehrer als Gatekeeper? Eine theoriegeleitete Annäherung an Determinanten und Folgen prognostischer Lehrerurteile
Becker, D., & Birkelbach, K. W. (2013) · Springer eBooks · doi:10.1007/978-3-531-18985-7_8 · Cited by 10
Association of adolescent self-esteem in 2014 and cognitive performance in 2014, 2016, and 2018: a longitudinal study
Wang, X., Liu, Y., Zhao, Z., Liu, W., Chen, Y., Chen, Y., & Zang, S. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1180397 · Cited by 11
“According to this theory, individuals possessing high self-esteem may be more inclined to engage in activities that foster cognitive development (Madon et al., 1997), thus resulting in superior cognitive performance over time.”
Background
Biased self-estimation of maths competence and subsequent motivation and achievement: differential effects for high- and low-achieving students
Lee, E. J. (2020) · Educational Psychology · doi:10.1080/01443410.2020.1821869 · Cited by 9
“The self-fulfilling prophecy typically refers to occurrences where one’s expectations about another person lead them to behave in some way so as to confirm those expectations (Madon et al., 1997; Rosenthal, 2003).”
Background
Teacher expectations and perceived teacher involvement anticipate changes in Latino/a middle school students’ expectations of math success
Valdes, O. M., Denner, J., Dickson, D. J., & Laursen, B. P. (2020) · Educational Psychology · doi:10.1080/01443410.2020.1837345 · Cited by 10
“Students who are stigmatized with regard to mathematics, including ethnic minorities and girls (Madon et al., 1997; McKown & Weinstein, 2008) should be especially susceptible to the internalization of low teacher expectations.”
Background
Teacher expectations and ethnic minority students’ second language and foreign language learning
Wang, X., & Li, Z. (2023) · Journal of Curriculum Studies · doi:10.1080/00220272.2023.2233741 · Cited by 10
“On the other hand, when ethnic minority students who have been always underestimated occasionally perceive high and positive expectations of the teacher within their negative school experiences, their confidence, motivation, and engagement may rise dramatically, which may facilitate substantial academic growth (Jussim…”
BackgroundInfluential
Expectations and recall of texts: The more able–more difficult effect
Moè, A. (2009) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.08.002 · Cited by 13
Golem und Enhancement: Elternkognitionen und das schulische Leistungshandeln in Physik
Ziegler, A., Broome, P., & Heller, K. Α. (1999) · Zeitschrift für Pädagogische Psychologie · doi:10.1024//1010-0652.13.3.135 · Cited by 9
Biased teacher expectations of students with migration backgrounds: Analysis with nationality stereotype clusters
Neuenschwander, M. P., & Garrote, A. (2024) · Zeitschrift für Bildungsforschung · doi:10.1007/s35834-024-00460-7 · Cited by 11
“…expectations can have positive effects on students’ academic outcomes (Gentrup et al. 2020; Lorenz 2021; Wang et al. 2018; Zhu et al. 2018), low teacher expectations can negatively inﬂuence students’ academic outcomes (Madon et al. 1997; Rubie–Davies and Peterson 2016; Hollenstein et al. 2024).”
Should Cognitive Differences Research Be Forbidden?
Meisenberg, G. (2019) · Psych · doi:10.3390/psych1010021 · Cited by 8
“Madon et al. (1997) concluded: “[P]rejudice and stereotypes may lead perceivers to hold negative expectations for members of stigmatized groups far more often than positive expectations . . .”
Background
Did a nocebo effect contribute to the rise in special education enrollment following the Flint, Michigan water crisis?
Roy, S., Petrie, K. J., Gamble, G. D., & Edwards, M. A. (2023) · Clinical Psychology in Europe · doi:10.32872/cpe.9577 · Cited by 8
“Past studies also suggest that these effects are cumulative and have a greater impact on disadvantaged populations (Jussim et al., 2009; Madon et al., 1997; Madon et al., 2011; Rosenthal & Jacobson, 1968).”
Background
The relation between teacher-set performance goals and students’ mathematical achievement
Ritzema, E., Deunk, M., Bosker, R., & Kuijk, M. V. V. (2016) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2016.08.003 · Cited by 8
Self‐efficacy as a moderator of negative and positive self‐fulfilling prophecy effects: mothers' beliefs and children's alcohol use
Willard, J., Madon, S., Guyll, M., Spoth, R., & Jussim, L. (2008) · European Journal of Social Psychology · doi:10.1002/ejsp.429 · Cited by 9
“Consistent with past research (Madon et al., 1997, 2003, 2006; Madon, Smith et al., 2001), we accomplished this empirically by saving the residuals from an analysis that regressed mothers’ raw score beliefs on the cluster and background variables.”
BackgroundInfluentialSelf-citation
Die Bedeutung der Leistungserwartung von Lehrpersonen für die Mathematikleistungen von Schülerinnen und Schülern
Hollenstein, L., Affolter, B., & Brühwiler, C. (2019) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-019-00901-4 · Cited by 9
“Über den Residuen-Ansatz von Madon et al. (1997) kann der inakkurate Anteil dieser Einschätzung, im Sinne einer sich selbsterfüllenden Prophezeiung, bestimmt werden.”
Background
Always look on the bright side of students: does valence of teacher perceptions relate to students’ educational performance?
Tandler, N., & Dalbert, C. (2020) · Social Psychology of Education · doi:10.1007/s11218-020-09573-z · Cited by 12
Assessing the Predictive Nature of Teacher and Student Writing Self-Regulation Discrepancy
Broda, M., Ekholm, E., & Zumbrunn, S. K. (2020) · Frontline Learning Research · doi:10.14786/flr.v8i4.505 · Cited by 10
“Discrepant expectations can be considered quantitative variables that have both a direction and a magnitude; that is, they can be either over- or underestimates and can represent different degrees of over- or underestimation (Madon et al., 1997).”
BackgroundInfluential
Do Teachers maintain their Expectation Bias for students? A longitudinal investigation
Hao, L., Rubie-Davies, C. M., & Watson, P. W. S. J. (2022) · Social Psychology of Education · doi:10.1007/s11218-022-09714-6 · Cited by 8
“Teacher expectation bias was conceptualized as the standardized residual scores gained by regressing the measured values of teacher expectations on the students’ achievement (Madon et al., 1997).”
Background
Foregone opportunities: unveiling teacher expectancy effects in kindergarten using counterfactual predictions
Kim, H. S. (2015) · Social Psychology of Education · doi:10.1007/s11218-014-9284-4 · Cited by 7
Lehrerprofessionalität im Zeichen von Heterogenität – Stereotype bei Lehrkräften als kollegial zu bearbeitende Herausforderung
Hirschauer, M., & Kullmann, H. (2009) · VS Verlag für Sozialwissenschaften eBooks · doi:10.1007/978-3-531-92108-2_18 · Cited by 7
Idea Technology and Ideology
Schwartz, B. N. (2021) · Culture Medicine and Psychiatry · doi:10.1007/s11013-021-09712-x · Cited by 8
La clairvoyance normative métacognition sociale? Une perspective métacognitive de l'étude de la clairvoyance normative
Guingouain, G. (2001) · L’Orientation scolaire et professionnelle · doi:10.4000/osp.5116 · Cited by 7
Peer Reputations and Gender Differences in Academic Self-Concept
Menon, M., & Perry, L. C. (2016) · Psychological Studies · doi:10.1007/s12646-015-0345-3 · Cited by 6
EntanglEd Social REalitiES: RacE, claSS, and gEndER a tRiplE thREat to thE acadEmic achiEvEmEnt of Black fEmalES
Knight, W. B. (2007) · Visual Culture & Gender · Cited by 6
“The Late Leader”: Influence of Political Leader’s Death on Their Evaluation
Drzewiecka, M., & Cwalina, W. (2020) · Journal of Political Marketing · doi:10.1080/15377857.2020.1724410 · Cited by 6
Instructor accounts and sincere amends following integrity- and competence-based misbehavior
Vallade, J. I. (2020) · Communication Education · doi:10.1080/03634523.2020.1788105 · Cited by 6
Making a Tough Choice: Teacher Target-Setting and Student Achievement in a Teacher Performance System Using Student Learning Objectives
Atteberry, A., & LaCour, S. E. (2021) · AERA Open · doi:10.1177/2332858420979778 · Cited by 7
“Researchers have long explored the positive association between teacher expectations and student outcomes (Jussim & Harber, 2005; Madon et al., 1997).”
Background
Exclusion and Inclusion in Student-Faculty Informal Interaction: A Critical Perspective
Mook, L. (2000) · Current Issues in Comparative Education · doi:10.52214/cice.v2i2.11333 · Cited by 7
You are what you Wear: An Interactive Demonstration of the Self-Fulfilling Prophecy
Hebl, M. R., & King, E. B. (2004) · Teaching of Psychology · doi:10.1207/s15328023top3104_7 · Cited by 6
“For the purpose of educational psychology, attention should be paid to Rosenthal and Jacobson’s (1966) original findings of the “Pygmalion in the classroom” effect and more recent replications (e.g., Madon, Jussim, & Eccles, 1997 ).”
Method
Seeing sense : the effectiveness of inclusive education for visually impaired students in Further Education
Morris, C. (2014) · ORCA Online Research @Cardiff (Cardiff University) · Cited by 5
L'INFLUENCE DES STEREOTYPES SEXUES SUR LA PERFORMANCE ET LA MOTIVATION EN SPORT ET EN EDUCATION PHYSIQUE ET SPORTIVE
Chalabaëv, A. (2006) · OpenGrey (Institut de l'Information Scientifique et Technique) · Cited by 6
School Adjustment
Wentzel, K. R. (2012) · Wiley eBooks · doi:10.1002/9781118133880.hop207010 · Cited by 7
Teachers’ perceptions and responses to student agency. An experimental study
Mameli, C., Caricati, L., & Molinari, L. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105140 · Cited by 7
Relationship of Friends, Physical Education, and State Test Scores: Implications for School Counselors.
Hollingsworth, M. A. (2010) · Cited by 5
Sticky assessments – the impact of teachers’ grading standard on pupils’ school performance
Keller, T. (2016) · Educational Studies · doi:10.1080/03055698.2016.1230047 · Cited by 5
How teacher agency adapted to child competencies and teacher communion relate to student needs fulfillment and motivation
Koeppen, K., Kreutzmann, M., Roswag, M., Frühauf, M., Jiménez, M. V., & Hannover, B. (2025) · Learning and Individual Differences · doi:10.1016/j.lindif.2025.102663 · Cited by 7
Gifts that keep on giving: Reflected appraisals from gifts and their role in identity and choice
Ashworth, L., Rath, S., & Robitaille, N. (2025) · Journal of Experimental Social Psychology · doi:10.1016/j.jesp.2024.104717 · Cited by 5
Rethinking social participation in education: a multi-level framework for inclusive school development
Kolleck, N. (2025) · Zeitschrift für Bildungsforschung · doi:10.1007/s35834-025-00498-1 · Cited by 4
“These studies align with prior research that demonstrates low teacher expectations can contribute to self-fulﬁlling prophecies, negatively affecting student motivation and long-term educational outcomes (Madon et al. 1997; Kolleck 2020).”
Assessing teacher and parent support as moderators in the relationship between black high school students' academic achievement and socioeconomic status
Little-Harrison, N. (2011) · Scholars Archive - University at Albany (University at Albany, State University of New York) · Cited by 4
Bildungsungleichheit durch Schul- und Schulklasseneffekte
Becker, D., & Birkelbach, K. W. (2017) · Springer eBooks · doi:10.1007/978-3-658-15272-7_6 · Cited by 5
Lay Beliefs about the Possibility of Finding Enduring Love: A Mediator of the Effect of Parental Relationship Quality on Own Romantic Relationship Quality
Zagefka, H. (2022) · American Journal of Family Therapy · doi:10.1080/01926187.2022.2084797 · Cited by 4
“In numerous domains, for example academic attainment (Madon et al., 1997) and juries within the legal system (Hill et al., 2008), it has been demonstrated that humans are prone to paying particular attention to stimuli they are expecting.”
Background
Identity-based rivalry: A common identity across competitors leads to rivalry perceptions and better performance
Zitek, E. M., Malcomb, C. S., & Hager, F. (2024) · Group Processes & Intergroup Relations · doi:10.1177/13684302241284434 · Cited by 4
Om betydningen av forventninger fra foreldre og lærere for sårbare elever: funn fra en kvalitativ studie på yrkesfag
Schmid, E. (2022) · Norsk pedagogisk tidsskrift · doi:10.18261/npt.106.1.5 · Cited by 4
L'évolution des attributions causales en situation d'accomplissement : effet des situations d'action et de non-action en basket-ball
Villemain, A., & Lévèque, M. (2005) · Les cahiers internationaux de psychologie sociale · doi:10.3917/cips.066.0065 · Cited by 4
Enjeux psychosociaux du dépistage de la difficulté scolaire
Antoine, L., Desombre, C., Lachal, M., Gaillet, F., & Urban, E. (2010) · Carrefours de l éducation · doi:10.3917/cdle.029.0239 · Cited by 7
The influence of the nonverbal behaviour of examiners on children’s psychometric performances
Schiaratura, L., & Askevis-Leherpeux, F. (2007) · European Journal of Psychology of Education · doi:10.1007/bf03173430 · Cited by 4
“While some studies show that self-fulfilling prophecies are stronger among low achievers than among high ones ( Madon, Jussim, & Eccles, 1997 ), other studies conclude that low achievers show as much sensitivity as high achievers (Weinstein, 1985).”
Result

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 › Developmental and Educational 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

About these checks

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.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

In search of the powerful self-fulfilling prophecy

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks