Teachers' Expectancies: Determinants of Pupils' IQ Gains
Abstract
Within each of 18 classrooms, an average of 20% of the children were reported to classroom teachers as showing unusual potential for intellectual gains. Eight months later these “unusual” children (who had actually been selected at random) showed significantly greater gains in IQ than did the remaining children in the control group. These effects of teachers' expectancies operated primarily among the younger children.
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The virtuous cycle is strengthened as teachers and peers alter their perceptions of the students' ability, thereby raising expectations and generating support for higher levels of academic challenge.
“This virtuous cycle is further strengthened as teachers and peers alter their perceptions of the students' ability, thereby raising expectations and generating support for higher levels of academic challenge (Cohen & Sherman, 2014;Rosenthal & Jacobson, 1966;Timmermans, van der Werf, & Rubie-Davies, 2019).”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Rosenthal & Jacobson, 1966
Cites
The effect of experimenter bias on the performance of the albino rat
Rosenthal, R., & Fode, K. L. (2007) · Behavioral Science · doi:10.1002/bs.3830080302 · Cited by 384 · see citing works
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The Effects of Mindfulness Meditation: A Meta-Analysis
Eberth, J., & Sedlmeier, P. (2012) · Mindfulness · doi:10.1007/s12671-012-0101-x · Cited by 791 · see citing works
Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions
Easterbrook, M. J., & Hadden, I. R. (2021) · Social Issues and Policy Review · doi:10.1111/sipr.12070 · Cited by 110 · see citing works
Vella, E., & McIver, S. (2019) · Health Promotion Journal of Australia · doi:10.1002/hpja.192 · Cited by 33 · see citing works
- Authors
- Rosenthal, R., & Jacobson, L.
- Affiliations
- Harvard University (US)
- San Francisco Unified School District (US)
- Venue
- Psychological Reports
- Publisher
- SAGE Publications
- Published
- 1966-08
- Volume
- 19
- Issue
- 1
- Pages
- 115-118
- ISSN
- 0033-2941 (ISSN-L)
- 1558-691X
- OpenAlex
- W2101582137
- Cited by
- 353
- References
- 1
- Citations by year
- 2026: 5 · 2025: 6 · 2024: 8 · 2023: 9 · 2022: 6 · 2021: 8 · 2020: 11 · 2019: 13 · 2018: 25 · 2017: 13 · 2016: 15 · 2015: 12 · 2014: 18 · 2013: 11 · 2012: 17
- FWCI
- 16.73
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Reports (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › School Choice and Performance
- Keywords
- teacher expectations, self-fulfilling prophecy, IQ gains, intellectual development, classroom teachers, children's academic achievement, age differences
- MeSH terms
- Achievement, Adult, Attitude, Child, Humans, Intelligence Tests, Psychology, Educational
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