{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,1]],"date-time":"2026-04-01T07:13:50Z","timestamp":1775027630109,"version":"3.50.1"},"reference-count":25,"publisher":"FapUNIFESP (SciELO)","issue":"0","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Paid\u00e9ia (Ribeir\u00e3o Preto)"],"abstract":"<jats:p>Abstract The relation between teachers\u2019 expectations and students\u2019 academic achievement has received considerable interest in the education and psychology domains. In this study, we analyze the extent to which the information about students influences the formulation of teachers\u2019 estimates about their achievement. The sample consisted of 491 Portuguese teachers, aged between 26 and 82 years old (M age = 43 years). To assess the teachers\u2019 estimates, we created excerpts containing information about hypothetical students, in relation to whom an estimate of academic success was required. Each excerpt had two versions (A and B), according to the more or less favorable information regarding students\u2019 intellectual, family, self-regulation, and previous performance variables. The results show moderate differences between the estimates of the participants that received version A and those that received version B. The results are discussed considering the importance of a set of student characteristics for the way teachers develop estimates about student performance.<\/jats:p>","DOI":"10.1590\/1982-4327e2808","type":"journal-article","created":{"date-parts":[[2018,7,7]],"date-time":"2018-07-07T20:34:11Z","timestamp":1530995651000},"source":"Crossref","is-referenced-by-count":2,"title":["Students\u2019 Characteristics and Teachers\u2019 Estimates about Their Academic Achievement"],"prefix":"10.1590","volume":"28","author":[{"given":"Renato Gomes","family":"Carvalho","sequence":"first","affiliation":[{"name":"Secretaria Regional de Educa\u00e7\u00e3o, Portugal"}]},{"given":"Carolina Castro","family":"Abreu","sequence":"additional","affiliation":[{"name":"Secretaria Regional de Educa\u00e7\u00e3o, Portugal"}]}],"member":"530","published-online":{"date-parts":[[2018,7,2]]},"reference":[{"issue":"4","key":"ref1","doi-asserted-by":"crossref","first-page":"731","DOI":"10.1037\/0022-0663.91.4.731","article-title":"Early teacher perceptions and later student academic achievement","volume":"91","author":"Alvidrez J.","year":"1999","journal-title":"Journal of Educational Psychology"},{"issue":"4","key":"ref2","doi-asserted-by":"crossref","first-page":"242","DOI":"10.3200\/JOER.101.4.243-246","article-title":"Effects of student gender and socioeconomic status on teacher perceptions","volume":"101","author":"Auwarter A. 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