The Pygmalion Effect Definition

The Pygmalion Effect is a way of relating that symbolically responds to the fact that the hopes we
have about the people, things and situations with which we have contact tend to be realized. The
origin of this effect is found in the myth that Ovidio describes, in his writing "Metamorphosis",
where Pygmalion, king of Cyprus, carved a statue of a woman so beautiful that he fell madly in love
with her. Then he invoked his gods, and they turned the statue into a beautiful woman of flesh and
bone, which Pygmalion called "Galatea", later marries her.

To this well-known myth, contemporary psychologists and pedagogues give it the following
meaning: when we relate to a person, we announce the hopes we have for him, which can become
a reality. That is, the expectations that one person forges about the behavior of another can become
a "induced fulfillment prophecy".

The Pygmalion Effect has been confirmed through different studies, however its relationship with
the educational field was confirmed for the first time in 1964, through the experiment of Dr. Robert
Rosenthal, professor of social psychology, researcher at Harvard University, which franked the great
impact of the concepts and expectations that teachers have on the ability and performance of their
students.

Some researchers believe that this effect can be achieved through the use of social labels,
generating positive or negative effects as the case may be.

Ortega, J. (2006) in his writing: School achievement: emotional basis of their origin and affective
pathways defines positive social labels, such as those that ratify some aspect or behavior of the
student and that allow them to experience safety, also exclude the existence of stress and anxiety,
thus allowing the affirmation of their self-esteem. The opposite happens with negative labels
because they impede freedom and autonomy.

Actions to achieve a positive Pygmalion effect:

 Assume that people have capabilities.
 Adapt the tasks to the student's possibilities.
 Encourage participation.
  Recognize the effort made (success is due to effort not capacity)
 Teach that error is part of the learning process.
 Focus on the student's strengths, not their shortcomings.
 Observe and know each student to assess their abilities
 Listen to what their goals are, what motivates them, how they see the teacher and the tasks

The Pygmalion Effect is an event that refers the influence of one's expectations towards another (in
the case that concerns us, from the teacher to the student) affecting its performance. If the
expectations are realistic, the student will feel motivated and will have a good school performance
as a result; otherwise, if they are implausible, the results will be low and in addition the student will
be labeled with derogatory associations that denigrate his person, marking him as incapable or
unsuccessful. One of the problems in the teaching-learning process appears for not complying with
the requirements built by the educator, which negatively affects the student's academic training. In
the classroom, the Pygmalion effect is often applied, marking the learner in most of the cases in a
negative way, frustrating and subtracting interest in learning. This affects the good development of
the student. What effect does the Pygmalion effect have on school performance?

Favorable expectations of the educator induce by themselves an increase significant

in school performance of the students?

It has been possible to demonstrate that the factor "expectation" is key when teachers
unconsciously pay more attention to the supposed "geniuses", showing this preference with
attitudes of smiling more frequently, giving them more feedback, ignoring if their answers were
correct or not. The success of these students was facilitated by showing exceptional progress,
significant and relevant learning, joy in study, self-esteem and assertiveness clearly strengthened,
making these students more open and proactive.

According to this, people who have positive expectations of their children, students or collaborators
(other people, in general), found a warmer socio-emotional climate in that group. In addition, they
provide more information, give better feedback on the results achieved and offer the best
development opportunities.

Detractions to the concept of the Pygmalion Effect

Some opinions consider the Pygmalion effect to be imprecise due to having both a negative and a
positive effect which they assure can be understood in various ways or admit different
interpretations, giving rise, therefore, to doubts, uncertainty or confusion.

Normally it has been attributed to teachers as those who influence their expectations on students,
without considering that there is also influence of students on teachers. In this regard, although it
is true that there are few studies on the subject, some more recent studies support this approach,
especially within university institutions.

Javier Burón (1995), for example, assures that the prophecy of self-fulfillment as it is also called the
Pygmalion effect, can also be given from the student to the teacher, however it indicates that the
influence of the teachers is always stronger.

For its part, Justicia F. (1996) in his book The Teacher: The Processes of Thought, formulates the
existence of an influence from the student to the teacher, explaining the beliefs of the faculty and
the attributions of this on the students, affirming that "Teachers are concerned about their personal
image, the perception that others (colleagues, parents and students) have regarding their
professional competence and, therefore, act in the direction of creating a favorable opinion.

In short, teachers and students are partners in the learning process. In order to expand this new
concept, students must have the appropriate means and be able to use them to show teachers the
changes they consider appropriate. Hence the importance of the perceptions, expectations and
opinions of the students throughout the teaching-learning process.
Characteristics that Identify a Positive Academic Pygmalion

 He has an attitude of esteem and interest for the student.

 He worries about his good, his prosperity and his progress.
 He is attentive to any character of indulgence, ability and talent of the student.
 Can represent and predict the latent and hidden values of the student and manifests and
brings them to light, even in public.
 Maintains an attitude that infuses words, gestures and actions that help the student to
discover and use their own resources.
 He appreciates in the student the minimum contributions he makes: he gives freedom,
encourages and encourages, confirms and supports.
 Act with patience and generosity.
 The positive Pygmalion does not overwhelm the student with erroneous or apparent
expectations.

Behaviors that Identify a Negative Academic Pigmalion

The behaviors that teachers, sometimes unconsciously, manifest towards those students in whom
they have low expectations, are generally:

 Give these students less time to answer questions, or respond by showing impatience, or
quickly move on to ask other students
 They criticize their failures more and praise them less their successes
 They pay less attention
 Interact less with them
 They are placed at a greater distance from them
 They give them less clarifications
 They respond more briefly and less informatively
 They give them a drier expression and with less heat and visual contact
  They approach them differently, have less friendly relations with them, and when in doubt,
they choose to lower their scores.

What can we conclude?

1. The positive and realistic expectations of the teacher intervene effectively in the student
(positive Pygmalion) and the negative ones do so to the detriment of the student's progress
(negative Pygmalion). So much so that the most vigorous educators are often distinguished
by their attitude of "positive Pygmalions" and the less effective on the contrary.
2. Students develop what their "positive" or "negative" pigmalyons expect from them. In
general terms, negative expectations seem to communicate more easily than positive
expectations. Also the non-verbal behavior of the "Pygmalion" is more influential than the
purely verbal behavior.
3. The positive and realistic hopes of the "positive Pygmalion" enhance what is already
dormant in the student, creating an environment more inclined to growth in the classroom,
providing more information, responding more frequently and interest to their efforts, giving
more chances.
4. The effectiveness, if you can call it that way, of the "Pygmalion Effect" depends to a large
extent on the self-esteem of the "Pygmalion" itself. One could conclude that the best
positive Pygmalion of himself is the best positive Pygmalion of his students. The educator
who has high self-esteem is often the most effective at inspiring a more dominant self-
esteem in his students.

Recommendations

 Positively influence the student, fostering trust so that the student does not tend to hide
their limitations and out of fear exempts from exposing their doubts or the freedom to
speak in class. In this way the positive Pygmalion accompanies, consolidates, rewards and
encourages.
  Practice the positive Pygmalion, promoting the self-esteem of the students, admitting that
they have skills, adapting the tasks to the possibilities of each one, recording the effort
made, teaching that the error is part of the learning process.
 Avoid marking the student, rather provide the value and respect that as an individual
deserves to obtain a positive motivation.
 Support a pleasant space, typical of a good coexistence, not only with the teacher but also
with their peers to promote learning.

Quiz

1. Which of these behaviors is identified with a negative pygmalion?

A. Criticism of the students failures and less praise of their successes

B. Apreciation of the student´s minimum contributions
C. Fostering trust so that the studentS does not tend to hide their limitations

Answers: A. Criticism of the students failures and less praise of their successes. These behaviors
that teachers, sometimes unconsciously, manifest towards those students conformk a negative
pygmalion.

2. What are three characteristics that identify a positive academic Pygmalion?

A. Less clarifications in classroom, tendency to respond more briefly and less informatively, less
interaction with the student.

B. An attitude of esteem, patience and interest for the student

C. Use of implausible, not realistics and ambiguous aproaches to the students.

Answers: B. An attitude of esteem, patience and interest for the student. Giving a better feedback
on the results achieved and offer the best development opportunities to the students.
References

Universal Encyclopedia. (2012). The Pygmalion effect. Recovered from:

Http://Enciclopedia_Universal.Esacademic.Com/11381/Efecto_Pigmali%C3%B3n

Guillén, J. (2012). The Pygmalion effect: The teacher is the most powerful instrument. School With
brain. Recovered from: http//escuelaconcerebro.wordpress.com/2012/11/11/efectopigmalion-el-
profesor-es-el-instrumento-didactico-mas-potente/

Justicia, F. (1996). The teacher: The thought processes. In Barca.

Ortega, J. (2006) School Performance: Emotional bases of their origin and affective pathways.
Recovered from:
http://books.google.com.gt/books?id=QtHgK5uhG3oC&pg=PA65&dq=etiquetas+o+efecto+pigmali
on&hl=es&sa=X&ei=9DqrU9uYKKic8gH048IG4Ag&ved=0CCUQ6AEwAg#v=onepage&q=etiquetas%
20o%20efecto%20pigmalion &f=false