The Pygmalion Effect: Robert Rosenthal's Study on the Power of Positive Expectations

00:05:59
https://www.youtube.com/watch?v=EjbL7zW-Wig

Resumo

TLDRThis video illustrates the Pygmalion effect, which shows how a teacher's expectations can significantly affect a student's performance. A study by psychologists Robert Rosenthal and Lenor Jacobson revealed that students labeled as 'late bloomers' experienced improved academic success simply because their teachers held positive expectations for them. The study identified four critical factors contributing to this effect: 1) Climate - teachers create a warmer, supportive environment; 2) Input - teachers provide more teaching material; 3) Response Opportunity - students have more chances to participate; 4) Feedback - students receive more positive reinforcement and constructive feedback. This concept highlights the powerful influence of educator attitudes on student development and achievement.

Conclusões

  • 🌟 Teacher expectations matter!
  • 📚 Students labeled as 'late bloomers' performed better.
  • 🤝 Positive interactions create a warm climate.
  • 📈 More teaching material is given to perceived high performers.
  • 🔄 Students get more chances to respond.
  • 📣 Positive feedback reinforces good performance.
  • 📝 Constructive feedback helps correct mistakes.
  • 👩‍🏫 Classroom dynamics are influenced by teacher beliefs.
  • 🙌 High expectations can lead to significant academic gains.

Linha do tempo

  • 00:00:00 - 00:05:59

    The discussion explores the influence of teachers' expectations on students' performance, referencing a study by psychologists Robert Rosenthal and Lenor Jacobson. They found that when teachers believed certain students were 'late bloomers'—even without evidence of their academic ability—those students performed significantly better. This aligns with the Pygmalion effect, where positive expectations can lead to improved self-perception and performance, contrasting with negative expectations leading to self-doubt. The study shows that the transformation in students occurs through factors such as the warmer climate created by teachers, increased engagement through teaching more material, more opportunities for students to respond, and differentiated feedback. Overall, positive teacher expectations can enhance students' intellectual capabilities and confidence significantly.

Mapa mental

Vídeo de perguntas e respostas

  • What is the Pygmalion effect?

    The Pygmalion effect is where positive expectations from teachers lead to improved student performance.

  • Who conducted the original study on the Pygmalion effect?

    The study was conducted by psychologist Robert Rosenthal and school principal Lenor Jacobson.

  • What was the aim of Rosenthal and Jacobson's study?

    The aim was to show how teachers' expectations could affect students' intellectual performance, such as IQ scores.

  • How were students selected for the study?

    Students were randomly chosen and labeled as expected to bloom academically based on a purported test.

  • What are the four key factors that influence the Pygmalion effect?

    The four factors are climate, input, response opportunity, and feedback.

  • How does the climate factor affect students?

    Teachers create a warmer, more supportive environment for students they expect to succeed.

  • What does the input factor entail?

    Teachers provide more teaching material and effort to students they have positive expectations for.

  • What is the response opportunity factor?

    Students who are expected to perform better get more opportunities to answer questions and participate.

  • How does feedback differ for expected students?

    Students who are expected to succeed receive more praise and detailed feedback compared to those with lower expectations.

  • What implications does this study have for teaching?

    It suggests that teachers' beliefs about their students can significantly impact students' academic outcomes.

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  • 00:00:00
    does it make a difference whether your
  • 00:00:02
    teacher believes that you are a high
  • 00:00:05
    performer or a low performer that you
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    are a late bloomer that even though you
  • 00:00:10
    haven't demonstrated your intellectual
  • 00:00:12
    ability you know you you will Blossom uh
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    or you're not a good student or you're a
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    good student psychologist Robert
  • 00:00:21
    Rosenthal and School principal Lenor
  • 00:00:23
    Jacobson did a remarkable study some
  • 00:00:26
    years ago in which they told School
  • 00:00:28
    teachers Elementary School teachers that
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    on the basis of some uh psychological
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    test some of their students some of the
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    children in their class were designated
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    as late bloomers even though they hadn't
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    shown any um academic uh
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    success they are expected to bloom the
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    amazing thing is that in a very short
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    time the teachers began to treat the
  • 00:00:51
    children those children differently than
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    the other kids those kids began to think
  • 00:00:55
    of themselves differently and in the end
  • 00:00:58
    they actually performed significantly
  • 00:01:00
    better than the other kids they were
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    transformed by the teacher positive
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    expectations the opposite of Jane Elliot
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    study in which K teachers negative
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    expectations that the teacher infused
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    LED them to think of themselves as
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    inferior so let's see the pigmalion
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    effect in action in these classrooms set
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    up by Rosenthal and
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    Jacobson positive expectations can
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    change a person's perception of a
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    situation just as dramatically as
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    negative
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    expectations psychologists call this the
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    pigmon effect after the George Bernard
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    Shore play of the same name in which
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    even an uneducated ragamuffin can be
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    transformed into a proper Society lady
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    in an experiment conducted at an
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    elementary school like this one
  • 00:01:51
    psychologist Robert Rosenthal and School
  • 00:01:54
    principal Lenor Jacobson took the pigmon
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    effect one step further what we wanted
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    to show was the extent to which teachers
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    expectations could actually affect
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    pupils intellectual performance for
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    example their IQ scores so what we did
  • 00:02:10
    was we tested everybody in a school with
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    a test that pretended to be a test that
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    would predict academic blooming
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    so-called Harvard test of inflected
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    acquisition and allegedly on the basis
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    of that test but not really we gave each
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    of the teachers in the school the names
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    of a handful of children in her
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    classroom that would get smart in the
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    academic year
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    ahead these kids' names were taken out
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    of a hat we we chose them by means of a
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    table of random numbers the children
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    themselves did not know in any direct
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    way that uh teachers were holding
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    certain expectations for them teachers
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    were told not to tell the kids and of
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    course we didn't tell the the children
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    either how so the children never
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    knew six times something it's close to
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    32 good 6times five and then when we
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    tested the children a year later we
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    found that those kids who'd been alleged
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    to their teachers to be showing or going
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    to show intellectual gains in fact
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    showed greater intellectual gains than
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    did the children of whom we'd said
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    nothing in particular so the kids
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    actually got smarter when they were
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    expected to get smarter by their
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    teachers uh we've come to that there are
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    really four factors that operate in the
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    mediation or communication of these
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    self-fulfilling prophecies especially in
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    the classroom but not only in the
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    classroom so what are these four things
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    that teachers tend to do differently to
  • 00:03:44
    kids for whom they have more favorable
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    expectations the first factor is the
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    climate Factor teachers tend to create a
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    warmer climate for those children for
  • 00:03:54
    whom they have more favorable
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    expectations they is nicer to them both
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    in terms of the things they say and also
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    in the nonverbal channels of
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    communication the other uh very
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    important factor is the so-called input
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    factor that one probably won't surprise
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    anyone teachers teach more material to
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    those kids for whom they have more
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    favorable expectations after all if you
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    think a kid is dumb and can't learn
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    you're not going to put yourself out to
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    try to teach them very much two other
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    factors though make a difference one is
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    the response opportunity factor that is
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    kids get more of a chance to respond if
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    the teachers expect more of them they
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    call on them more often when they do
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    call on them they let them talk longer
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    and they help and shape with them uh the
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    answers that the kids uh speak out kind
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    of working together to put the response
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    out the last is
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    feedback the feedback uh Factor Works in
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    this way as you might expect if if more
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    is expected of a kid the kid is praised
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    more uh positively reinforced more for
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    getting a good answer out but
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    interestingly enough is given more
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    differentiated feedback when they get
  • 00:05:11
    the wrong answer one of the ways in
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    which you can sometimes tell a little
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    bit that the teacher does not have very
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    high expectations for kid is that the
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    teacher is willing to accept a
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    lowquality response or it won't really
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    clarify what would have been a good
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    quality response maybe because here she
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    feels well what's the use the kid's not
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    smart enough to profit from this
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    additional clarification so those are
  • 00:05:36
    the four factors climate input response
  • 00:05:39
    opportunity and feedback
Etiquetas
  • Pygmalion effect
  • teacher expectations
  • education psychology
  • student performance
  • Rosenthal and Jacobson
  • academic success
  • self-fulfilling prophecies
  • teacher-student interaction
  • positive reinforcement
  • classroom climate