Pygmalioneffect

The Pygmalion effect, also known as the Rosenthal effect, is a social-psychological phenomenon in which higher expectations from an observer lead to an increase in the observed individual's performance, while lower expectations can hinder performance. It is considered a type of self-fulfilling prophecy.

The term arose from experiments conducted in the 1960s by Robert Rosenthal and Lenore Jacobson, summarized in their study Pygmalion in the Classroom (1968). In such studies, teachers were told that a random subset of students had potential for substantial intellectual growth. On average those students showed greater gains than their peers, seemingly as a result of altered teacher treatment.

Mechanistically, the effect is thought to operate through expectancy-confirming behaviors. Teachers or supervisors may provide more encouragement, feedback, challenging tasks, or warmer interactions to those labeled as capable, which can boost motivation, self-efficacy, and performance. The learner may internalize expectations, leading to a self-fulfilling increase in effort and achievement.

Evidence in real-world settings is mixed and context-dependent. Meta-analyses typically find small to moderate effects, larger in close, frequent interactions and when evaluators actively communicate high expectations. Critics point to methodological limitations, publication bias, and potential biases or stereotyping as alternative explanations.

The Pygmalion effect has implications for education, management, coaching, and parenting. It is often discussed alongside the Golem effect, the opposite phenomenon where low expectations harm performance. Practices that promote high, realistic expectations coupled with supportive feedback are advised to avoid bias and unintended harm.