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In academic contexts, teachers' judgements are central to instruction and have many consequences for students' self-perceptions. Understanding the cognitive biases that may exist in teachers' judgements is thus of central importance. This paper presents two studies in which we aimed to investigate the presence of a halo effect in teachers' judgements (Study 1 and Study 2) and to clarify the conditions for the emergence of this halo effect by analysing the influence of judgement certainty (Study 2). A major contribution of these studies wa
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