This article focuses on the Pygmalion effec, aka the Rosendahl effect. The Pygmalion effect dictates that high expectations can lead to better performance in a given area. The article will examine the effect that the phenomenon has on people, but it will also take into consideration the critique it faces. The effect is discussed in the context of school and work performance as the article seeks to provide information about the importance of high expectancy on enhanced performance.
The article will cover:
- Pygmalion - Myth to Effect
- Understanding The Pygmalion Effect
- Work performance
- Conclusion and practical implications
Pygmalion - Greek Mythology to Effect
The Pygmalion name comes from Greek mythology, more specifically from Ovid's Metamorphoses book. The book describes a sculptor, Pygmalion, who fell in love with his own statue. Due to his desire and love for the statue, it came to life. The popularity of the myth inspired many artists, writers, and even psychologists, to do great work. Consequently, the name “pygmalion” is inherited from it.
In psychology, the pygmalion effect is described as a phenomenon in which high expectations of oneself can lead to elevated performance and low expectations to minor performance. The effect is also known as the Rosedhnhal effect due to a study that Rosendahl and Jacobson conducted, followed by a book they published named “Pygmalion in the Classroom”[5].
Within this study they have explored the phenomenon in a class setting, seeking to understand how teachers' perceptions and expectations can affect children's performance in class. Their theory showed positive results, confirming that the Pygmalion effect is present within this context. Later, psychologist Thorndike infirmed this study on the ground that the measurement tools used in the study were deeply flawed [8]. Despite this, the initial study was later reaffirmed and additional evidence was brought for the Pygmalion effect [6].
Understanding The Pygmalion Effect
Perceptual tendencies and biases
It is not uncommon for people to have a negative perception of others. This can be due to a bad experience they had with them, due to stereotyping, or due to a perceptual tendency, like biases. Biases are not nudging people towards a negative sentiment towards others, as the feeling can be positive as well; however, not being aware of the experienced bias may lead to poor decisions. For instance, if people experience confirmation bias, they have the tendency to search, select and interpret information that supports their previous views. Confirmation bias should always be taken into consideration when evaluating people’s performance, as it might influence one’s opinion and decision in regards to the evaluatees. The reason why confirmation bias is described here is because it can play a substantial role in interpreting outcomes caused by the pygmalion effect. They go hand in hand, and thus, it is relevant to be aware of one's biases if the pygmalion effect is ever used for different purposes.
Further, the behavior confirmation effect dictates that preconceived beliefs and expectations about another person can lead people to certain actions. Those actions may then guide the other person to behave in a way that confirms the initial person's beliefs. These effects and biases are at the root of the Pygmalion effect. “When we expect certain behaviors of others, we are likely to act in ways that make the expected behavior more likely to occur”[4].
In the school context, if teachers have low expectations for students, the students, even newcomers (who had no previous interaction with the teacher) tend to adopt the same low sense of efficacy. Because of this, they will show poor performance which in turn will confirm initial teachers' expectations. The opposite is likely to happen, of course, if the teacher displays confidence in students and has high expectations for them [3].
Work performance
In a work setting, leaders' expectation of their employees occurs naturally. If the leader’s expectation is high, and this is displayed in a genuine way (verbally, body language, attitude) it is then more likely that the employees' self-expectations and self-efficacy will increase. This will result in a higher performance from the employees and as a consequence, it will reinforce the leaders' high expectations (notice how this is a self-reinforcing cycle!). Similarly, if a leader's expectations are low, the employees' performance can decrease resulting in a downward spiral of low expectancy reinforced by low performance.
A meta-analysis showed that the pygmalion effect had the largest effect when used as a leadership intervention. The intervention produced the largest overall effect size and showed up to 79% chance of success [1].
A study conducted in Japan investigated the relationship between aid workers and the local staff, and highlighted the importance of encouragement and positive expectations on organizational performance. The lack of encouragement was negatively correlated with a good performance. However, it must be taken into account that the lack of encouragement is often because of the presence of stress and frustration. The study indicates that a positive perception of the workers is important for successful management. Moreover, the study emphasizes the general importance of a healthy work environment for managers to give their best self and in turn for the workers to do the same [2].
Factors
The genuity of support and encouragement coming from the leader is very important. If the employees have even the slightest indication that the support is not honest, the pygmalion effect will not work. Moreover, to increase productivity it is important that the employees consider that their leader’s high expectations are realistic and achievable. If the expectations are unachievable, the employees have the tendency to deliver work that is below their regular norm and capacity. This infers that the fine line between high expectations and too high ones dictates if the Pygmalion effect works or backfires [7].
Needless to say, there are other confounding variables that may influence work performance, such as suitable hiring for the role but also the personality of the employees. For example, a high level of criticism might demotivate some employees while others with strong will and motivation can easily overcome it.
Still, the pygmalion can have a positive effect in work settings when it is shown through constructive feedback, a warm supportive, and inclusive atmosphere at the workplace, a positive outlook of the group outcome, creating environments that contribute to employees' development, limited criticism, and the absence of unfair criticism [7].
In conclusion..
My article questions the genuineness of the effect but it also provides evidence that the phenomenon shows a large effect size. Both in school and work contexts the pygmalion effect showed to impact people positively. The article aims to increase awareness about the impact that people have on others when they believe in them; but also how to use this tool for the benefit of others.
Additional sources:
THE PYGMALION EFFECT IN LEADERSHIP - YouTube
References:
- Avolio, B. J., Reichard, R. J., Hannah, S. T., Walumbwa, F. O., & Chan, A. (2009). A meta-analytic review of leadership impact research: Experimental and quasi-experimental studies. The leadership quarterly, 20(5), 764-784.
- Inamori, T., & Analoui, F. (2010). Beyond Pygmalion effect: the role of managerial perception. Journal of Management Development.
- McLeod, Susan. “Pygmalion or Golem? Teacher Affect and Efficacy.” College Composition and Communication 46 (3): 369-386.
- Rosenthal, R., & Babad, E. Y. (1985). Pygmalion in the gymnasium. Educational leadership, 43(1), 36-39.
- Rosenthal, R, and L. Jacobsen. Pygmalion in the classroom: teacher expectation and pupils’ intellectual development. New York: Holt, Rinehart and Winston, 1968.
- Rosenthal, R., & Rubin, D. B. (1971). Pygmalion reaffirmed.
- Saxena, S. Pygmalion Effect: An Innovative Tool To Increase Motivation. CPJ Global Review.
- Thorndike, R. L. (1968). Reviews: Rosenthal, Robert, and Jacobson, Lenore. Pygmalion in the Classroom. New York: Holt, Rinehart and Winston, 1968. 240+ xi pp. $3.95. American Educational Research Journal, 5(4), 708-711.