Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement

By Alena Friedrich, Barbara Flunger, Benjamin Nagengast, Kathrin Jonkmann, Ulrich Trautwein. 2015

198 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/aba2b764930fe63bb365677db9716fd48519d345

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. G. Szumski
2. Maciej Karwowski

In Experimental and Cognitive Psychology

1. G. Szumski
2. Maciej Karwowski
3. R. Beghetto
4. R. Reiter‐Palmon
5. Ryan P. Royston
6. James C. Kaufman
7. A. Gajda
8. J. Gralewski

In Social Psychology

1. G. Szumski
2. Maciej Karwowski

Citations in the corpus

• Exploring the Pygmalion effect: The role of teacher expectations, academic self-concept, and class context in students’ math achievement (2019, background): “Moreover, these studies brought about ambiguous results (Friedrich et al., 2015; Kuklinski & Weinstein, 2001; Trouilloud et al., 2002).”