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Pygmalion Effect Books
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Pygmalion (Paperback)
by (shelved 1 time as pygmalion-effect)
avg rating 3.88 — 110,511 ratings — published 1913
Pygmalion in the Gym: Causes and Effects of Expectations in Teaching and Coaching (Paperback)
by (shelved 1 time as pygmalion-effect)
avg rating 0.0 — 0 ratings — published 1981
The Pygmalion Effect (Paperback)
by (shelved 1 time as pygmalion-effect)
avg rating 3.50 — 2 ratings — published 2006
“Wikipedia: Pygmalion effect
The Pygmalion effect, or Rosenthal effect, is a psychological phenomenon in which high expectations lead to improved performance in a given area. …
… According to the Pygmalion effect, the targets of the expectations internalize their positive labels, and those with positive labels succeed accordingly; a similar process works in the opposite direction in the case of low expectations. The idea behind the Pygmalion effect is that increasing the leader's expectation of the follower's performance will result in better follower performance.
… The educational psychologist Robert L. Thorndike described the poor quality of the Pygmalion study. The problem with the study was that the instrument used to assess the children's IQ scores was seriously flawed. The average reasoning IQ score for the children in one regular class was in the mentally disabled range, a highly unlikely outcome in a regular class in a garden variety school. In the end, Thorndike concluded that the Pygmalion findings were worthless. It is more likely that the rise in IQ scores from the mentally disabled range was the result of regression toward the mean, not teacher expectations. Moreover, a meta-analysis conducted by Raudenbush showed that when teachers had gotten to know their students for two weeks, the effect of a prior expectancy induction was reduced to virtually zero.”
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The Pygmalion effect, or Rosenthal effect, is a psychological phenomenon in which high expectations lead to improved performance in a given area. …
… According to the Pygmalion effect, the targets of the expectations internalize their positive labels, and those with positive labels succeed accordingly; a similar process works in the opposite direction in the case of low expectations. The idea behind the Pygmalion effect is that increasing the leader's expectation of the follower's performance will result in better follower performance.
… The educational psychologist Robert L. Thorndike described the poor quality of the Pygmalion study. The problem with the study was that the instrument used to assess the children's IQ scores was seriously flawed. The average reasoning IQ score for the children in one regular class was in the mentally disabled range, a highly unlikely outcome in a regular class in a garden variety school. In the end, Thorndike concluded that the Pygmalion findings were worthless. It is more likely that the rise in IQ scores from the mentally disabled range was the result of regression toward the mean, not teacher expectations. Moreover, a meta-analysis conducted by Raudenbush showed that when teachers had gotten to know their students for two weeks, the effect of a prior expectancy induction was reduced to virtually zero.”
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