The influence of teacher expectations on student achievement in physical education classes: Pygmalion revisited

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Exploring the Pygmalion effect: The role of teacher expectations, academic self-concept, and class context in students’ math achievement (2019, result): “Moreover, these studies brought about ambiguous results (Friedrich et al., 2015; Kuklinski & Weinstein, 2001; Trouilloud et al., 2002).”
Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement (2015, result): “However, some researchers have found the opposite results in which teachers’ expectancies predicted students’ test scores more strongly than they predicted final grades (e.g., Trouilloud et al., 2002).”
Students’ Perceptions of Teacher Feedback and Physical Competence in Physical Education Classes: Gender Effects (2006, background): “Although we acknowledged the potential biases involved in teacher ratings of performance, Trouilloud, Sarrazin, Martinek, and Guillet (2002) found a correlation of .65 between the studentʻs physical tests and the final evaluation by their physical education teacher.”
Relation between teachers' early expectations and students' later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. (2006, background): “As in prior naturalistic studies (e.g., Jussim, 1989; Kuklinski & Weinstein, 2001; Trouilloud et al., 2002), evidence for TEEs is operationalized as the extent to which teachers’ early expectations predict students’ future outcomes (e.”