In search of the powerful self-fulfilling prophecy.

Madon, Stephanie; Jussim, Lee; Eccles, Jacquelynne S.

doi:10.1037/0022-3514.72.4.791

Cited by 236 publications

(245 citation statements)

References 78 publications

(163 reference statements)

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“…Important sources that shape teacher perceptions are students' ability levels (Madon et al 1997), social background (Jussim et al 1996) and ethnic background (Tenenbaum and Ruck 2007;van den Bergh et al 2010). In many Western countries, teachers are faced with diverse student populations in terms of abilities and background (Bakker and Denessen 2011) and perceptions of these characteristics can cause differential teacher behaviours.…”

Section: Teachers' Personal Beliefs and Their Motivational Strategiesmentioning

confidence: 99%

Motivational teacher strategies: the role of beliefs and contextual factors

Hornstra

Mansfield

Veen³

et al. 2015

Learning Environ Res

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Teachers are key actors who shape the learning environment and whose main tasks include motivating students to learn. Teachers can differ in the way in which they try to motivate students to learn and their motivational strategies can vary from autonomysupportive to controlling. The present study explored how teachers' personal beliefs and contextual factors relate to their self-reported autonomy-supportive or controlling motivational strategies. Nine grade six teachers at schools with varying student populations were interviewed. Based on their self-reported motivational strategies, two clusters of teachers were distinguished: teachers who mainly reported autonomy-supportive strategies and teachers who mainly reported controlling motivational strategies. The strategies of autonomy-supportive teachers aligned well with their personal beliefs and preferences, whereas some teachers in the controlling cluster would prefer more autonomy-supportive strategies. Underlying reasons for more controlling teaching strategies were mainly contextual, including 'factors from above' such as national standards or high-stakes testing, but mainly 'factors from below' referring to negative perceptions of students' abilities, behaviour, background characteristics or motivation. Implications are drawn and suggestions for further research are provided.

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Section: Teachers' Personal Beliefs and Their Motivational Strategiesmentioning

confidence: 99%

Motivational teacher strategies: the role of beliefs and contextual factors

Hornstra

Mansfield

Veen³

et al. 2015

Learning Environ Res

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“…The MSALT data emphasize the measurement of classroom and school environment variables and teacher and parent perceptions in an attempt to identify determinants of future student achievement-relevant beliefs, motives, values, and behaviors. Our model is loosely based on hypotheses examined by Madon, Jussim, and Eccles (1997). Madon et al (p. 794) described a conceptual model in which several background variables affect teacher perceptions and misperceptions of student performance, talent, and effort, which may in turn predict future academic performance (i.e., self-fulfilling prophecies) after controlling for relevant background predictors.…”

Section: Moderated Mediation Spss Macromentioning

confidence: 99%

Addressing Moderated Mediation Hypotheses: Theory, Methods, and Prescriptions

Preacher

Rucker²,

Hayes

2007

Multivariate Behavioral Research

8,079

6,813

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This article provides researchers with a guide to properly construe and conduct analyses of conditional indirect effects, commonly known as moderated mediation effects. We disentangle conflicting definitions of moderated mediation and describe approaches for estimating and testing a variety of hypotheses involving conditional indirect effects. We introduce standard errors for hypothesis testing and construction of confidence intervals in large samples but advocate that researchers use bootstrapping whenever possible. We also describe methods for probing significant conditional indirect effects by employing direct extensions of the simple slopes method and Johnson-Neyman technique for probing significant interactions. Finally, we provide an SPSS macro to facilitate the implementation of the recommended asymptotic and bootstrapping methods. We illustrate the application of these methods with an example drawn from the Michigan Study of Adolescent Life Transitions, showing that the indirect effect of intrinsic student interest on mathematics performance through teacher perceptions of talent is moderated by student math self-concept.

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“…Interpretation of positive task-related behaviors prompts shallow cognition, which increases focal firm managers' tendencies to confirm prior beliefs of partner competence through internal attributions (Elsbach & Barr, 1999). Additionally, organizational actors systematically assign greater weight to positive information about competence than negative information (Madon, Jussim, & Eccles, 1997), further supporting internal attributions of positive task behavior to the partner firm. Finally, detailed task criteria in prevention contracts also remove ambiguity from the attribution process, further reducing the likelihood that positive task behavior is attributed to external sources.…”

Section: Impact Of Positive Partner Behavior On Subsequent Contractsmentioning

confidence: 92%

A Sociocognitive View of Repeated Interfirm Exchanges: How the Coevolution of Trust and Learning Impacts Subsequent Contracts

Weber

2017

Organization Science

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their insightful comments while I was developing the paper. I also thank attendees of the University of Wisconsin Colloquia Series and an internal seminar at University of California, Irvine for their constructive feedback. I am also particularly grateful to my two anonymous reviewers and associate editor Nicholas Argyres for their guidance, which I feel improved the article significantly. Finally, I especially thank Russ Coff, Hart Posen, Kyle Mayer, Phil Bromiley and Margarethe Wiersema for their feedback on the paper during its development.

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In search of the powerful self-fulfilling prophecy.

Cited by 236 publications

References 78 publications

Motivational teacher strategies: the role of beliefs and contextual factors

Motivational teacher strategies: the role of beliefs and contextual factors

Addressing Moderated Mediation Hypotheses: Theory, Methods, and Prescriptions

A Sociocognitive View of Repeated Interfirm Exchanges: How the Coevolution of Trust and Learning Impacts Subsequent Contracts

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