Pygmalion Effects: Existence, Magnitude, and Social Importance

Rosenthal, Robert

doi:10.3102/0013189x016009037

Cited by 25 publications

(15 citation statements)

References 18 publications

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“…The second issue is more subtle. If one accepts the reasonableness of Rosenthal's (1987) review of the Pygmalion effect literature, then it seems that teachers and students enter into a process of mutual adaptation related to the learning process. The nature of the learning experiences offered by the teacher will depend on her or his view of the classes' capabilities, and the students likewise become accustomed to responding to the teachers' expectations.…”

Section: Transfer To Science Achievementmentioning

confidence: 99%

Accelerating the development of formal thinking in middle and high school students

1990

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In an attempt to accelerate the development of formal operations in average young adolescents, intervention lessons relating to all formal schemata were designed in the context of school science courses. Over a period of two years, up to 30 intervention lessons were given by science teachers to their classes in eight schools. Boys who started the program aged 12+ showed a pre‐posttest effect size on Piagetian tests of 0.89 SD compared with control classes. In terms of British norms for the development of operational thinking this was a mean change from the 51st to the 74th percentile. Neither the middle school students nor the 12+ girls showed greater gain than the controls. Gains were shown by girls in one 11+ class and in the two 11+ laboratory classes. In the laboratory school students given intervention lessons by the researchers maintained their gains over controls in formal operations at a delayed posttest one year after cessation of the program. There was no effect on tests of science achievement during the intervention. It was argued that the interventions needed to be accompanied by in‐service training designed to enable teachers to change their teaching style in line with their students' increased operational thinking capacity.

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Section: Transfer To Science Achievementmentioning

confidence: 99%

Accelerating the development of formal thinking in middle and high school students

1990

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“…Thus, the selected children are given the best opportunities for developing, and the initial selection appears justified as these children often experience higher performance development compared to the non-selected. The prophecy, thus, becomes self-fulfilling (Rosenthal & Babad, 1985), a phenomenon that has been coined the Pygmalion effect (Rosenthal, 1987;Rosenthal & Jacobson, 1968). This is also in coherence with Harter's (1978) competence motivation theory, which suggests that children who perceive that they are able to perform at a high level and think that they are talented are more likely to continue perfecting their abilities and invest more time and effort into school and sport, with predictable results.…”

mentioning

confidence: 97%

Relative Age Effect and Gender Differences in Physical Education Attainment in Norwegian Schoolchildren

Aune

Pedersen²,

Ingvaldsen

et al. 2016

Scandinavian Journal of Educational Research

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“…Following the publication of this rather provocative research, a significant body of critical literature emerged arguing that Pygmalion effects were weaker than originally reported or altogether negligible (e.g., Elashoff and Snow 1971;Jensen 1969Jensen , 1980Thorndike 1968). In response to these criticisms, a second wave of studies sought to repeat Rosenthal and Jacobson's study (reviewed in Brophy and Good 1974;Brophy 1983;Rosenthal 1987). These studies concluded that the Pygmalion effect was significant but that it was not as pronounced as previously thought.…”

Section: Pygmalion Effectmentioning

confidence: 99%

Labeling in Interactional Practice: Applying Labeling Theory to Interactions and Interactional Analysis to Labeling

Thompson

2014

Symbolic Interaction

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Labeling theory has long held a rather significant place in sociology generally, and in symbolic interaction more specifically. Yet, in its long history, labeling theorists have seldom considered how interactional contexts mediate the effective application of labels. Similarly, labeling theory, with its focus on deviance, has largely neglected positive instances of labeling. In this article, I consider an instance of labeling in a tutoring session and show how the local interactional context of the application of a label is accomplished such that the label “smarter than you think” is made to stick to the student. In doing so, I demonstrate how labeling theory can be productively extended to consider positive labeling as well as the interactional contexts that mediate these labeling processes. In closing, I propose that this approach could help develop labeling theory into a complex and nuanced theory of the social constitution of human behavior.

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Pygmalion Effects: Existence, Magnitude, and Social Importance

Cited by 25 publications

References 18 publications

Accelerating the development of formal thinking in middle and high school students

Accelerating the development of formal thinking in middle and high school students

Relative Age Effect and Gender Differences in Physical Education Attainment in Norwegian Schoolchildren

Labeling in Interactional Practice: Applying Labeling Theory to Interactions and Interactional Analysis to Labeling

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