其他/仓库

Pygmalion effect

송화강 2014. 8. 14. 11:14

피그말리온 효과란 교육현장에서 교사나 책임자가 믿고 기대하는 대로 학생과 직원들의 능률이 오르는 심리적 현상을 말한다.


이 효과에 따른다면, 우리는 손 선수를 믿고 기대해도 좋을 듯 합니다.

또한 감독, 동료들이 손 선수를 믿고 기대하는 일도 긍정적인 현상으로 봐야할 듯 합니다.

 

 

Pygmalion effect

http://en.wikipedia.org/wiki/Pygmalion_effect

 

Students' views of teachers[edit]

Teachers are also affected by the children in the classroom. Teachers reflect what is projected onto them by their students. An experiment done by Jenkins and Deno (1969) submitted teachers to a classroom of children who had either been told to be attentive, or unattentive, to the teachers' lecture. They found that teachers who were in the attentive condition would rate their teaching skills as higher. Similar findings by Herrell (1971) stated that when a teacher was preconditioned to classrooms as warm or cold, the teacher would start to gravitate towards their precondition. To further this concept, Klein (1971) did the same kind of study involving teachers still unaware of any precondition to the classroom but the class was full of confederates who were instructed to act differently during periods over the course of the lecture. Though "Klein reported that there was little difference between students behaviors in the natural and the positive conditions."[8] In a more observational study designed to remove the likes of the Hawthorne effect, Oppenlander (1969) studied the top and bottom 20% of students in the sixth grade from a school that tracks and organizes its students under such criteria.[8]

 

Rosenthal–Jacobson study[edit]

Robert Rosenthal and Lenore Jacobson (1968[3]) report and discuss the Pygmalion effect in the classroom at length.[4] In their study, they showed that if teachers were led to expect enhanced performance from some children, then the children did indeed show that enhancement.

The purpose of the experiment was to support the hypothesis that reality can be influenced by the expectations of others. This influence can be beneficial as well as detrimental depending on which label an individual is assigned. The observer-expectancy effect, which involves an experimenter's unconsciously biased expectations, is tested in real life situations. Rosenthal posited that biased expectancies could essentially affect reality and create self-fulfilling prophecies as a result.

All students in a single California elementary school were given a disguised IQ test at the beginning of the study. These scores were not disclosed to teachers. Teachers were told that some of their students (about 20% of the school chosen at random) could be expected to be "spurters" that year, doing better than expected in comparison to their classmates. The spurters' names were made known to the teachers. At the end of the study all students were again tested with the same IQ-test used at the beginning of the study. All six grades in both experimental and control groups showed a mean gain in IQ from pretest to posttest. However, First and Second Graders showed statistically significant gains favoring the experimental group of "spurters." This led to the conclusion that teacher expectations, particularly for the youngest children, can influence student achievement.[5] Rosenthal believed that even attitude or mood could positively affect the students when the teacher was made aware of the "spurters." The teacher may pay closer attention to and even treat the child differently in times of difficulty. Jane Elliott incorporated this into her study of the classroom when racially profiling her children when creating her responses to her "inferior" or "superior" children.[6]

In this experiment, Rosenthal predicted that elementary school teachers may subconsciously behave in ways that facilitate and encourage the students' success. When finished, Rosenthal theorized that future studies could be implemented to find teachers who would encourage their students naturally without changing their teaching methods. The prior research that motivated this study was done in 1911 by psychologists regarding the case of Clever Hans, a horse that gained notoriety because it was supposed to be able to read, spell, and solve math problems by using its hoof to answer. Many skeptics suggested that questioners and observers were unintentionally signaling Clever Hans. For instance, whenever Clever Hans was asked a question the observers' demeanor usually elicited a certain behavior from the subject that in turn confirmed their expectations. For example, Clever Hans would be given a math problem to solve, and the audience would get very tense the closer he tapped his foot to the right number, thus giving Hans the clue he needed to tap the correct number of times.