Motivations

Pygmalion effect

The Pygmalion effect, or Rosenthal effect, is the phenomenon whereby higher expectations lead

to an increase in performance. The effect is named after the Greek myth of Pygmalion, a sculptor who

fell in love with a statue he had carved, or alternately, after the Rosenthal–Jacobson study (see below).

A corollary of the Pygmalion effect is the golem effect, in which low expectations lead to a decrease

in performance both effects are forms of self-fulfilling prophecy. By the Pygmalion effect, people

internalize their positive labels, and those with positive labels succeed accordingly.

The idea behind the Pygmalion effect is that increasing the leader's expectation of the follower's

performance will result in better follower performance. Within sociology, the effect is often cited

with regard to education and social class. The concept of stereotype threat could be considered to be

the inverse of the Pygmalion effect, as it denotes a negative form of self-fulfilling prophesy.

Studies of the Pygmalion effect have been difficult to conduct. Results show a positive correlation

between leader expectation and follower performance, but it is argued that the studies are done in

an unnatural, manipulated setting. Scientists argue that the perceptions a leader has of a follower cause

the Pygmalion effect. The leader's expectations are influenced by their perception of the situation

or the followers themselves. Perception and expectation may possibly be found in a similar part

in the brain.

Students' views of teachers

Teachers are also affected by the children in the classroom. Teachers reflect what is projected

into them by their students. An experiment done by Jenkins and Deno (1969) submitted teachers

to a classroom of children who had either been told to be attentive, or unattentive, to the teachers'

lecture. They found that teachers who were in the attentive condition would rate their teaching skills as

higher. Similar findings by Herrell (1971) stated that when a teacher was preconditioned

to classrooms as warm or cold, the teacher would start to gravitate towards their precondition.

To further this concept, Klein (1971) did the same kind of study involving teachers still unaware

of any precondition to the classroom but with the class full of confederates who were instructed to

act differently during periods over the course of the lecture. "Klein reported that there was little

difference between students' behaviors in the natural and the positive conditions.

" In a more observational study designed to remove the likes of the Hawthorne effect,

Oppenlander (1969) studied the top and bottom 20% of students in the sixth grade from a school

that tracks and organizes its students under such criteria.

Information of the text/ Información del texto

Title/ Título: Pygmalion effect/ Efecto pigmalión.

Date/ Fecha: 13 june 2018/ 13 de junio de 2018.

Author/ Autor: Anonymous/ Anónimo.

Type of text/ Tipo de texto: Informative text/ Texto informativo.

Based on articles/ Basado en artículos.

Source/ Fuente:

·        https://en.wikipedia.org/wiki/Pygmalion_effect.