Cited by

• 1987Pygmalion and the Student: Age and Classroom Differences in Children's Awareness of Teacher Expectations164 cited
• 2018Teacher Math Anxiety Relates to Adolescent Students’ Math Achievement153 cited
• 2002Causes and effects of teacher conflict-inducing attitudes towards pupils: a path analysis model133 cited
• 2004Le sentiment d'efficacité personnelle dans l'apprentissage et la formation : quel rôle joue-t-il ? D'où vient-il ? Comment intervenir ?128 cited
• 1984Goal Structures and Motivation127 cited
• 1988Effects of teacher immediacy and strategy type on college student resistance to on‐task demands126 cited
• 1998Teacher–Student Interactions and Race in Integrated Classrooms122 cited
• 2010Coercive and supportive teacher behaviour: Within- and across-lesson associations with the classroom social climate120 cited
• 2014Teacher behavior as a mediator of the relationship between teacher judgment and students' motivation and emotion115 cited
• 2001Implementing an in-depth expanded science model in elementary schools: Multi-year findings, research issues, and policy implications109 cited
• 1990How Schools alienate Students at Risk: A Model for Examining Proximal Classroom Variables100 cited
• 2014Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions99 cited
• 1985Classroom experience and children's self-perceptions of ability, effort, and conduct.94 cited
• 2016Intervening in teachers' expectations: A random effects meta-analytic approach to examining the effectiveness of an intervention90 cited
• 2003Teachers' classroom practices and children's rejection by their peers80 cited
• 1986Classroom context of student-perceived differential teacher treatment.79 cited