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Past research has consistently found that teachers' expectations for students' performance shape their long-term academic success. This study extends this work by examining possible short-term pathways through which instructors' test-related expectations may influence their academic success, specifically students' confidence, mental activity and immediate test score performance. It was hypothesized that after receiving high- expectation encouragement, students would have experience greaterdoi:10.1051/e3sconf/202018502005 fatcat:mffiyuz3kre3hghsefo63jbywe