This study examines questions: 1) To what extent does the introduction of diagnostic labels affect students' academic performance towards the end of the school year? 2) How do the effects of diagnostic labels for groups and individuals depend on the proportion of other individuals who are also labeled in the group? 3) Is this effect mediated by the length of time spent by the teacher for a particular student?
http://doi.org/10.21125/edulearn.2021.2310
