Am I as You See Me or Do You See Me as I Am? Self-Fulfilling Prophecies and Self-Verification

By Stephanie Madon, Alison Smith, L. Jussim, Daniel W. Russell, Jacquelynne S. Eccles, P. Palumbo, Michele Walkiewicz. 2001

82 citations recorded by the source corpus.

Subfields: Education, Health

View Paper: https://www.semanticscholar.org/paper/2e2ec6f21612cb7de0522df9010cbd260a201f5c

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Citations in the corpus

The influence of teacher expectations on student achievement in physical education classes: Pygmalion revisited (2002, unknown): “According to prior works (e.g., Bibik, 1999; Brattesani et al., 1984; Jussim, 1989; Jussim & Eccles, 1992; Madon et al., 2001; Parsons et al., 1982) results showed that teacher expectations early in the year predicted student perceived ability late in the year, even after controlling for initial…”
Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies (2005, background): “…with meta-analyses showing that biasing effects of stereotypes on person perception judgments tend to be quite small, typically averaging to an r of about .1 (Davison & Burke, 2000; Kunda & Thagard, 1996; Mazella & Feingold, 1994; Sweeney & Haney, 1992; Swim, Borgida, Maruyama, & Myers, 1989).”
Implicit affect in organizations (2009, background): “Furthermore, the employee could then trigger a self-fulfilling prophecy (Downey, Freitas, Michaelis, & Khouri, 1998; Madon et al., 2001), as the transference reaction could implicitly evoke the same behavior in the new manager that was present in the old manager.”
Relation between teachers' early expectations and students' later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. (2006, background): “Indeed, teachers’ early expectations for their students’ abilities have been shown to influence students’ later self-concepts of ability in various contexts, such as mathematics (e.g., Jussim, 1989; Madon et al., 2001; Parsons, Kaczala, & Meece, 1982), reading (e.”
Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance During Early Adolescence (2005, background): “This pattern holds even when the impact of prior performance on others’ perceptions, students’ self-perceptions, and grades is controlled for, indicating that others’ beliefs actually influence students’ own beliefs and academic outcomes (EcclesParsons, Adler, & Kaczala, 1982; Eccles-Parsons, Kaczal”
Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions (2015, unknown): “Teachers’ ability expectations also function as salient predictors of students’ own success expectancies (Bohlmann & Weinstein, 2013; Jussim & Eccles, 1992; Jussim, Robustelli, & Cain, 2009) and interest (Madon et al., 2001; Wentzel, Battle, Russell, & Looney, 2010).”
Ready! Fire! Aim! The Status of Psychological Debriefing and Therapeutic Interventions: In the Work Place and after Disasters (2006, methodology): “Furthermore, selffulfilling prophecies and self-verification appeared to occur simultaneously in a context where supervisors and subordinates apparently had highly valid information on which to base these initial expectations (Madon et al., 2001).”