Pygmalion Effect: Expectations and Words Shape Reality
Ms. Neelam1, Dr. Vatsalya Sharma2, Mr. Gaurav Negi3
PG Student, Department of Medical Surging Nursing, Pal College of Nursing and Medical Sciences, Haldwani, India 1
Assistant Professor, Department of Management, MIET Kumaon, Haldwani, India 2
Nursing Tutor, College of Nursing (Child Health), MIET Kumaon, Haldwani, India 3
Abstract: An important psychological phenomenon in educational contexts is the Pygmalion effect, which states that higher expectations result in better performance. This effect, which dates back to the seminal study by Rosenthal and Jacobson (1968), emphasizes how instructor expectations have a big impact on student achievement. While negative biases can impair academic performance and self-esteem, positive reinforcement and high expectations motivate students to achieve. The impact highlights the significance of the teacher's role, interpersonal behavior, and communication in influencing student accomplishment and is influenced by ideas such as the self-fulfilling prophecy. Numerous studies have demonstrated that when teachers provide a positive and encouraging environment, children who have a stronger sense of self are more likely to reach or exceed expectations.
Positive language, constructive feedback recognizing students' abilities, and establishing realistic goals are all necessary for the Pygmalion effect to be applied successfully in the classroom. The Pygmalion effect has potential, but it needs to be used carefully, taking into account contextual factors, motivation, and individual differences in skill. To improve teaching effectiveness and student achievement, educators and educational institutions are urged to integrate this idea into their curricula and training.
Keywords: Pygmalion Effect, teacher expectations, student performance, self-fulfilling prophecy, self-concept, classroom interaction, motivation, feedback, educational psychology
