Cited by

• 2020Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement275 cited
• 2018Perseverant grit and self-efficacy: Are both essential for children’s academic success?251 cited
• 2017Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model249 cited
• 2017Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability193 cited
• 2020A review on the accuracy of teacher judgments187 cited
• 2016Creative Self-Beliefs: Their Nature, Development, and Correlates163 cited
• 2013Achievement and engagement: How student characteristics influence teacher judgments157 cited
• 2019Facilitating Diagnostic Competences in Simulations in Higher Education A Framework and a Research Agenda154 cited
• 2015Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender134 cited
• 2017Negatively or positively biased? Dependencies of teachers’ judgments and expectations based on students’ ethnic and social backgrounds134 cited
• 2018Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes130 cited
• 2016Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis129 cited
• 2015Accurate, inaccurate, or biased teacher expectations: Do D utch teachers differ in their expectations at the end of primary education?129 cited
• 2020A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM)122 cited
• 2017On the Multilevel Nature of Meta-Analysis: A Tutorial, Comparison of Software Programs, and Discussion of Analytic Choices117 cited
• 2014Teacher behavior as a mediator of the relationship between teacher judgment and students' motivation and emotion115 cited