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academic self-concept, and class context in students’ math achievement. Contemporary Educational
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Bass, K. L. (2020). Can Intentional Instruction Influence Self-efficacy and Increase Academic


Performance? A Pygmalion Effect in Spanish Language Learners (Doctoral dissertation, Texas A&M
University-Central Texas).

Jansen, M., Lüdtke, O., & Robitzsch, A. (2020). Disentangling different sources of stability and change in
students’ academic self-concepts: An integrative data analysis using the STARTS model. Journal of
Educational Psychology.

Bass, K. L. (2020). Can Intentional Instruction Influence Self-efficacy and Increase Academic


Performance? A Pygmalion Effect in Spanish Language Learners (Doctoral dissertation, Texas A&M
University-Central Texas).

Chadha, N., & Narula, B. (2016). Pygmalion effect: Fostering performance among
adolescents. Educational Quest-An International Journal of Education and Applied Social Sciences, 7(1),
1-4.

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TEACHERS’GRADING DECISION MAKING. VISION, 16(1).

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White, S. S., & Locke, E. A. (2000). Problems with the Pygmalion effect and some proposed
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