Longitudinal Reciprocal Effects between Teachers’ Judgments of Students’ Aptitude, Students’ Motivation, and Grades in Math

This study investigated whether students’ academic self-concept and intrinsic motivation in math predict teachers’ judgments of students’ aptitude in math and vice versa. Cross-lagged panel analyses showed direct effects from students’ prior academic self-concepts on teachers’ judgments of students’ aptitude. Teachers’ judgments predicted students’ subsequent grades, but not their motivation.