Publisher
Springer Science and Business Media LLC
Subject
Sociology and Political Science,Developmental and Educational Psychology,Social Psychology
Reference52 articles.
1. Andersen, I. G. (2018). Pygmalion in instruction? Tracking, teacher reward structures, and educational inequality. Social Psychology of Education,
21, 1021–1044.
https://doi.org/10.1007/s11218-018-9452-z
.
2. Ang, R. P., & Huan, V. S. (2006). Academic expectations stress inventory: Development, factor analysis, reliability, and validity. Educational and Psychological Measurement,
66, 522–539.
https://doi.org/10.1177/0013164405282461
.
3. Archambault, I., Janosz, M., & Chouinard, R. (2012). Teacher beliefs as predictors of adolescents’ cognitive engagement and achievement in mathematics. The Journal of Educational Research,
105, 319–328.
https://doi.org/10.1080/00220671.2011.629694
.
4. Babad, E. (1990). Measuring and changing teachers’ differential behaviour as perceived by students and teachers. Journal of Educational Psychology,
82, 683–690.
https://doi.org/10.1037/0022-0663.82.4.683
.
5. Babad, E. (1998). Preferential affect: The crux of the teacher expectancy issue. In J. Brophy (Ed.), Advances in research on teaching: Expectations in the classroom (pp. 183–214). Greenwich, CT: JAI Press.
Cited by
17 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献