In search of the powerful self-fulfilling prophecy

Journal of Personality and Social Psychology

Volumn 72, Issue 4, 1997, Pages 791-809

  Madon, Stephanie ^a,c   Jussim, Lee ^a,c   Eccles, Jacquelynne ^b  

^a RUTGERS UNIVERSITY   (United States)

^b UNIVERSITY OF MICHIGAN   (United States)

^c RUTGERS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ADOLESCENT; ADULT; ARTICLE; CHILD; FEMALE; HUMAN; LEARNING; MALE; MOTIVATION; PERCEPTION; PROBLEM SOLVING; SELF CONCEPT; SOCIAL BEHAVIOR;

ACHIEVEMENT; ADOLESCENT; ADULT; CHILD; FEMALE; HUMANS; MALE; MOTIVATION; PROBLEM SOLVING; SELF CONCEPT; SET (PSYCHOLOGY); SOCIAL BEHAVIOR; SOCIAL PERCEPTION;

EID: 0031115943     PISSN: 00223514     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-3514.72.4.791     Document Type: Article

References (90)

1. Abelson, R. P., & Lesser, G. S. (1966). The measurement of persuasibility in children. In C. I. Hovland & I. L. Janis (Eds.), Personality and persuasibility (pp. 141-166). New Haven, CT: Yale University Press.
2. Babad, E. Y., Inbar, J., & Rosenthal, R. (1982). Pygmalion, galatea, and the golem: Investigations of biased and unbiased teachers. Journal of Educational Psychology, 71, 459-474.
3. Baron, R. M., & Kenny, D. A. ( 1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
4. Brattesani, K. A., Weinstein, R. S., & Marshall, H. H. (1984). Student perceptions of differential teacher treatment as moderators of teacher expectation effects. Journal of Educational Psychology, 76, 236-247.
5. Brockner, J. (1983). Low self-esteem and behavioral plasticity: Some implications. In L. Wheeler & P. Shaver (Eds.), Review of personality and social psychology (Vol. 4, pp. 237-271). Beverly Hills, CA: Sage.
6. Brophy, J. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 70, 631-661.
7. Brophy, J., & Good, T. (1974). Teacher-student relationships: Causes and consequences. New York: Holt, Rinehart & Winston.
8. Campbell, J. D., & Lavallee, L. (1993). Who am I? The role of self-concept confusion in understanding the behavior of people with low self-esteem. In R. F. Baumeister (Ed.), Self-esteem: The puzzle of low self-regard (pp. 3-20). New York: Plenum.
9. Cohen, A. R. (1966). Some implications of self-esteem for social influence. In C. I. Hovland & I. L. Janis (Eds.), Personality and persuasibility (pp. 102-120). New Haven, CT: Yale University Press.
10. Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
11. Coleman, L. M., Jussim, L., & Abraham, J. (1987). Students' reactions to teacher evaluations: The unique impact of negative feedback. Journal of Applied Social Psychology, 17, 1051-1070.
12. Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Boston: Houghton-Mifflin.
13. Cooper, H. (1979). Pygmalion grows up: A model for teacher expectation communication, and performance influence. Review of Educational Research, 49, 389-410.
14. Cooper, H., & Good, T. (1983). Pygmalion grows up: Studies in the expectation communication process. New York: Longman.
15. Cooper, H., & Hazelrigg, P. (1988). Personality moderators of interpersonal expectancy effects: An integrative research review. Journal of Personality and Social Psychology, 6, 937-949.
16. Darley, J. M., & Fazio, R. H. (1980). Expectancy confirmation processes arising in the social interaction sequence. American Psychologist, 35, 867-881.
17. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
18. Devine, P. G. (1995). Prejudice and cut-group perception. In A. Tesser (Ed.), Advanced social psychology (pp. 467-524). New York: McGraw-Hill.
19. Eccles, J. S. (1988). Achievement beliefs and the environment (Report No. NICHD-PS-019736). Bethesda, MD: National Institute of Child Health and Development (National Institute of Health). (ERIC Documentation Reproduction Service No. ED 332 830)
20. Eccles (Parsons), J. S., Adler, T., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values and academic behaviors. In J. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco, CA: W. H. Freeman.
21. Eccles (Parsons), J., Adler, T., & Meece, J. L. (1984). Sex differences in achievement: A test of alternate theories. Journal of Personality and Social Psychology, 46, 26-43.
22. Eccles, J. S., Arberton, A., Buchanan, C. M., Jacobs, J., Flanagan, C., Harold, R., MacIver, D., Midgley, C., Reuman, D., & Wigfield, A. (1993). School and family effects on the ontogeny of children's interests, self-perceptions, and activity choices. In R. Dienstbier & J. E. Jacobs (Eds.), Nebraska Symposium on Motivation: Developmental perspectives on motivation (Vol. 40, pp. 145-208). Lincoln: University of Nebraska Press.
23. Eccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In R. E. Ames & C. Ames (Eds.), Research on motivation in education: Goals and cognitions (Vol. 3, pp. 139-186). New York: Academic Press.
24. Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage - environment fit on young adolescents' experiences in schools and families. American Psychologist, 48, 90-101.
25. Eccles, J. S., & Wigfield, A. (1985). Teacher expectations and student motivation. In J. Dusek (Ed.), Teacher expectancies (pp. 185-226). Hillsdale, NJ: Erlbaum.
26. Eccles, J. S., Wigfield, A., Flanagan, C. A., Miller, C., Reuman, D., & Yee, D. (1989). Self-concepts, domain values, and self-esteem: Relations and changes at early adolescence. Journal of Personality, 57, 283-310.
27. Eccles-Parsons, J. S., Kaczala, C. M., & Meece, J. L. (1982). Socialization of achievement attitudes and beliefs: Classroom influences. Child Development, 53, 322-339.
28. Eden, D. (1986). OD and self-fulfilling prophecy: Boosting productivity by raising expectations. Journal of Applied Behavioral Science, 22, 1-13.
29. Elashoff, J. D., & Snow, R. E. (1971). Pygmalion reconsidered. Worthington, OH: Charles A. Jones.
30. Fiske, S. T., & Neuberg, S. L. (1990). A continuum of impression formation, from category-based to individuating processes: Influences of information and motivation on attention and interpretation. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 23, pp. 1-74). New York: Academic Press.
31. Fiske, S. T., & Taylor, S. E. (1984). Social cognition. Reading, MA: Addison-Wesley.
32. Fiske, S. T., & Taylor, S. E. (1991). Social cognition (2nd ed.). New York: McGraw-Hill.
33. Funder, D. C. (1995). On the accuracy of personality judgment: A realistic approach. Psychological Review, 102, 652-670.
34. Gordon, R. A. (1968). Issues in multiple regression. American Journal of Sociology, 73, 592-616.
35. Hamilton, D. L., Sherman, S. J., & Ruvolo, C. M. (1990). Stereotype-based expectancies: Effects on information processing and social behavior. Journal of Social Issues, 46, 35-60.
36. Harris, M. J. (1989). Personality moderators of expectancy effects: Replication of Harris and Rosenthal (1986). Journal of Research in Personality, 23, 381-387.
37. Harris, M. J., & Rosenthal, R. (1985). Mediation of interpersonal expectancy effects: 31 meta-analyses. Psychological Bulletin, 97, 363-386.
38. Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87-97.
39. Janis, I. L. (1954). Personality correlates of susceptibility to persuasion. Journal of Personality, 22, 504-518.
40. Jones, E. E. (1986, October 6). Interpreting interpersonal behavior: The effects of expectancies. Science, 234, 41-46.
41. Jones, E. E. (1990). Interpersonal perception. New York: W. H. Freeman.
42. Jones, R. A. (1977). Self-fulfilling prophecies: Social, psychological, and physiological effects of expectancies. Hillsdale, NJ: Erlbaum.
43. Jones, S. C. (1973). Self and interpersonal evaluations: Esteem theories versus consistency theories. Psychological Bulletin, 79, 185-199.
44. Judd, C. M., & McClelland, G. H. (1989). Data analysis: A model-comparison approach. Orlando, FL: Harcourt Brace Jovanovich.
45. Judd, C. M., & Park, B. (1993). Definition and assessment of accuracy in social stereotypes. Psychological Review, 100, 109-128.
46. Jussim, L. (1986). Self-fulfilling prophecies: A theoretical and integrative review. Psychological Review, 93, 429-445.
47. Jussim, L. (1989). Teacher expectations: Self-fulfilling prophecies, perceptual biases, and accuracy. Journal of Personality and Social Psychology, 57, 469-480.
48. Jussim, L. (1990). Social reality and social problems: The role of expectancies. Journal of Social Issues, 46, 9-34.
49. Jussim, L. (1991). Social perception and social reality: A reflection-construction model. Psychological Review, 98, 54-73.
50. Jussim, L. (1993). Accuracy in interpersonal expectations: A reflection-construction analysis of current and classic research. Journal of Personality, 61, 637-668.
51. Jussim, L., & Eccles, J. (1992). Teacher expectations II: Construction and reflection of student achievement. Journal of Personality and Social Psychology, 63, 947-961.
52. Jussim, L., & Eccles, J. (1995a). Naturally occurring interpersonal expectancies. Review of Personality and Social Psychology, 15, 74-108.
53. Jussim, L., & Eccles, J. (1995b). Are teacher expectations biased by students' gender, social class, or ethnicity? In Y. T. Lee, L. Jussim, & C. R. McCauley (Eds.), Stereotype accuracy: Toward appreciating group differences (pp. 245-271). Washington, DC: American Psychological Association.
54. Jussim, L., Eccles, J., & Madon, S. (1996). Social perception, social stereotypes, and teacher expectations: Accuracy and the quest for the powerful self-fulfilling prophecy. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 28, pp. 281-388). San Diego, CA: Academic Press.
55. Jussim, L., & Fleming, C. (1996). Self-fulfilling prophecies and the maintenance of social stereotypes: The role of dyadic interactions and social forces. In N. C. Macrae, C. Stangor, & M. Hewstone (Eds.), Stereotypes and stereotyping (pp. 161-192). New York: Guilford Press.
56. Jussim, L., Madon, S., & Chatman, C. (1994). Teacher expectations and student achievement: Self-fulfilling prophecies, biases and accuracy. In L. Heath, R. S. Tindale, J. Edwards, E. J. Posavac, F. B. Bryant, E. Henderson-King, Y. Suarez-Balcazar, & J. Myers (Eds.), Applications of heuristics and biases to social issues (pp. 303-334). New York: Plenum.
57. Jussim, L., Soffin, S., Brown, R., Ley, J., & Kolhepp, K. (1992). Understanding reactions to feedback by integrating ideas from symbolic interactionism and cognitive evaluation theory. Journal of Personality and Social Psychology, 62, 402-421.
58. Jussim, L., Yen, H., & Aiello, J. (1995). Self-consistency, self-enhancement, and accuracy in reactions to feedback. Journal of Experimental and Social Psychology, 31, 322-356.
59. Kahneman, D., & Miller, D. T. (1986). Norm theory: Comparing reality to its alternatives. Psychological Review, 93, 136-153.
60. Kanouse, D. E., & Hanson, R., Jr. (1971). Negativity in evaluations. In E. E. Jones, D. E. Kanouse, H. H. Kelley, R. E. Nisbett, S. Valins, & B. Weiner (Eds.), Attribution: Perceiving the causes of behavior (pp. 41-62). Morristown, NJ: General Learning Press.
61. Kenny, D. A. (1994). Interpersonal perception: A social relations analysis. New York: Guilford Press.
62. Leventhal, H., & Perloe, S. (1962). A relationship between self-esteem and persuasibility. Journal of Abnormal and Social Psychology, 64, 385-388.
63. Marger, M. N. (1994). Race and ethnic relations (3rd ed.). Belmont, CA: Wadsworth.
64. Merton, R. K. (1948). The self-fulfilling prophecy. Antioch Review, 8, 193-210.
65. Midgley, C. M., Feldlaufer, H., & Eccles, J. S. (1989). Changes in teacher efficacy and student self- and task-related beliefs during the transition to junior high school. Journal of Educational Psychology, 81, 247-258.
66. Miller, D. T., & Turnbull, W. (1986). Expectancies and interpersonal processes. In M. R. Rosenzweig & L. W. Porter (Eds.), Annual review of psychology (Vol. 37, pp. 233-256). Stanford, CA: Annual Review.
67. Neuberg, S. L. (1994). Expectancy-confirmation processes in stereotype-tinged social encounters: The moderating role of social goals. In M. P. Zanna & J. M. Olson (Eds.), The psychology of prejudice: The Ontario Symposium (Vol. 7, pp. 103-130). Hillsdale, NJ: Erlbaum.
68. Pedhazur, E. J. (1982). Multiple regression in behavioral research (2nd ed.). New York: Holt, Rinehart & Winston.
69. Pelham, B. W. (1991). On confidence and consequence: The certainty and importance of self-knowledge. Journal of Personality and Social Psychology, 60, 518-530.
70. Raudenbush, S. W. (1984). Magnitude of teacher expectancy effects on pupil IQ as a function of the credibility of expectancy inductions: A synthesis of findings from 18 experiments. Journal of Educational Psychology, 76, 85-97.
71. Rosenthal, R. (1973). On the social psychology of the self-fulfilling prophecy: Further evidence for Pygmalion effects and their mediating mechanisms. New York: MSS Modular.
72. Rosenthal, R. (1989, August). Experimenter expectancy, covert communication, and meta-analytic methods. Invited address at the 97th Annual Convention of the American Psychological Association, New Orleans, LA.
73. Rosenthal, R., & Jacobson, L. (1968a). Pygmalion in the classroom: Teacher expectations and student intellectual development. New York: Holt, Rinehart & Winston.
74. Rosenthal, R., & Jacobson, L. (1968b). Teacher expectations for the disadvantaged. Scientific American, 218, 19-23.
75. Rosenthal, R., & Rubin, D. B. (1978). Interpersonal expectancy effects: The first 345 studies. Behavioral and Brain Sciences, 3, 377-386.
76. Sedikides, C. (1993). Assessment, enhancement, and verification determinants of the self-evaluation process. Journal of Personality and Social Psychology, 65, 317-338.
77. Shrauger, S. J. (1975). Responses to evaluation as a function of initial self-perceptions. Psychological Bulletin, 82, 581-596.
78. Skowronski, J. J., & Carlston, D. E. (1989). Negativity and extremity biases in impression formation: A review of explanations. Psychological Bulletin, 105, 131-142.
79. Snyder, M. (1984). When belief creates reality. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 18, pp. 247-305). Orlando, FL: Academic Press.
80. Snyder, M. (1992). Motivational foundations of behavioral confirmation. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 25, pp. 67-114). San Diego, CA: Academic Press.
81. Snyder, M., Tanke, E. D., & Berscheid, E. (1977). Social perception and interpersonal behavior: On the self-fulfilling nature of social stereotypes. Journal of Personality and Social Psychology, 35, 656-666.
82. Steele, C. M. (1992, April). Race and the schooling of Black Americans. Atlantic Monthly, 68-78.
83. Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811.
84. Swann, W. B., Jr. (1987). Identity negotiation: Where two roads meet. Journal of Personality and Social Psychology, 53, 1038-1051.
85. Swann, W. B., Jr., & Ely, R. J. (1984). A battle of wills: Self-verification versus behavioral confirmation. Journal of Personality and Social Psychology, 46, 1287-1302.
86. Swann, W. B., Jr., Griffin, J. J., Jr., Predmore, S. C., & Gaines, B. (1987). The cognitive affective crossfire: When self-consistency confronts self-enhancement. Journal of Personality and Social Psychology, 52, 881-889.
87. Swann, W. B., Jr., Pelham, B. W., & Krull, D. S. (1989). Agreeable fancy or disagreeable truth? Reconciling self-enhancement and self-verification. Journal of Personality and Social Psychology, 57, 782-791.
88. Taylor, S. E. (1991). Asymmetrical effects of positive and negative events: The mobilization-minimization hypothesis. Psychological Bulletin, 110, 67-85.
89. Vannoy, M., Smith, A., Jussim, L., & Eccles, J. (1996, June). Teacher expectations and student achievement: Ability grouping and class level dynamics. Poster presented at the Convention of the American Psychological Society, San Francisco.
90. West, C., & Anderson, T. (1976). The question of preponderant causation in teacher expectancy research. Review of Educational Research, 46, 613-630.