Pygmalionhatás

The Pygmalion effect, also known as the Rosenthal effect, is a psychological phenomenon where higher expectations lead to an increase in performance. This is a type of self-fulfilling prophecy. The effect is named after the Greek myth of Pygmalion, a sculptor who fell in love with his own creation, a statue named Galatea, which was then brought to life by the goddess Aphrodite.

In educational settings, the Pygmalion effect suggests that a teacher's expectations of a student's academic performance can significantly influence that student's actual performance. If a teacher believes a student is bright and capable, they are more likely to provide more attention, encouragement, and challenging assignments, which in turn can lead the student to perform better. Conversely, if a teacher has low expectations for a student, they may unconsciously provide less support and fewer opportunities, potentially hindering the student's progress.

Research by Robert Rosenthal and Lenore Jacobson in their 1968 book "Pygmalion in the Classroom" provided early empirical evidence for this phenomenon. They conducted an experiment in an elementary school where they randomly identified certain students as "intellectual bloomers" to their teachers. At the end of the school year, these students showed greater intellectual gains than their peers, despite the initial selection being arbitrary.

The Pygmalion effect is not limited to education; it can be observed in various interpersonal contexts, including the workplace and family dynamics. The underlying mechanism involves subtle cues and behaviors that communicate expectations, influencing the recipient's self-perception and motivation. Understanding this effect highlights the importance of maintaining positive and equitable expectations in any environment where human development and performance are concerned.