( ISSN 2277 - 9809 (online) ISSN 2348 - 9359 (Print) ) New DOI : 10.32804/IRJMSH

Impact Factor* - 6.2311


**Need Help in Content editing, Data Analysis.

Research Gateway

Adv For Editing Content

   No of Download : 99    Submit Your Rating     Cite This   Download        Certificate

OUTCOMES OF THE PYGMALION EFFECT: A CRITICAL ANALYSIS

    2 Author(s):  DOLLY MOURYA, DR. SUNITA SINGH

Vol -  11, Issue- 4 ,         Page(s) : 284 - 293  (2020 ) DOI : https://doi.org/10.32804/IRJMSH

Abstract

The meaning of the Pygmalion effect is “you get what you expected”. It means teachers' positive expectations affect children's achievement positively. Teachers' attitudes and behaviour of any student play a crucial role during classroom interaction. This attitude and behaviour comprise all verbal as well as non-verbal communication. Phrases of encouragement, superlative adjectives, possessive pronouns, calling of name, motivational stories and appreciation extra assignment etc. are used in verbal communication while non-verbal behaviour possesses facial expression, gestures, frequent eye contact and emotional involvement.

Alpert, J. L. (1975). Teacher Behaviour and Teaching Performance: Reconsideration of Mediation of Pygmalion Effect. The Journal of Educational Research, 69 (2), 53–57. Retrieved Jan 26, 2020, from https://www.sciencedirect.com/science/article/abs/pii/S0959475206000545
Anderson, T. H, Are a student's school - related behaviour’s dependent upon what is expected of him?  Unpublished  doctoral thesis, University of Illinois, Urbana Champaign, 1970.
 Babad, E. Y., Inbar, J., & Rosenthal, R. (1982). Pygmalion, Galatea, and the Golem: Investigations of biased and unbiased teachers. Journal of Educational Psychology, 74(4), 459–474. https://doi.org/10.1037/0022-0663.74.4.459
Bezuijen, X.M., Ber, P.T., Dam, K. & Thierry, H. (2009). Pygmalion and Employee Learning: The Role of Leader Behaviors. Journal of Management, 35(5), 1248-1267. 
Brattesani, K. A.,  Weinstein, R. S.  &  Marshall, H. H.  (1984). Student   perceptions of differential teacher treatment as moderators of teacher expectation effects. Journal of Educational Psychology, 76(2), 236–247. doi:10.1037/0022-0663.76.2.236.

*Contents are provided by Authors of articles. Please contact us if you having any query.






Bank Details