Judging students' self-concepts within 30s? Investigating judgement accuracy in a zero-acquaintance situation

Judging students' academic self-concepts accurately is assumed to be a necessary condition for adaptive classroom instruction. Previous studies found moderate correlations between teachers' judgements and the self-reported self-concepts. Reference values for interpreting these correlations are missing. In the present study, self–other agreements with a zero-acquaintance premise (see Ambady & Rosenthal, 1992) were proposed as such a reference...