Pygmalion in the classroom

Rosenthal, Robert; Jacobson, Lenore

doi:10.1007/bf02322211

Cited by 2,459 publications

(611 citation statements)

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“…and expected of them (7,34). These positive stereotypes may also cause teachers to perceive and evaluate Asian-American students in ways that positively enhance their performance (36). Although a variety of cultural and social resources help produce and sustain Asian Americans' achievement, their educational advantages decline over generations, suggesting that third-and later-generation Asian Americans do not benefit from these resources as much as first-or second-generation Asian Americans in facing the forces of assimilation (5).…”

Section: Interpretation and Discussionmentioning

confidence: 99%

Explaining Asian Americans’ academic advantage over whites

Hsin

Xie

2014

Proc. Natl. Acad. Sci. U.S.A.

275

197

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Significance We find that the Asian-American educational advantage over whites is attributable mainly to Asian students exerting greater academic effort and not to advantages in tested cognitive abilities or socio-demographics. We test explanations for the Asian–white gap in academic effort and find that the gap can be further attributed to ( i ) cultural differences in beliefs regarding the connection between effort and achievement and ( ii ) immigration status. Finally, we highlight the potential psychological and social costs associated with Asian-American achievement success.

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Section: Interpretation and Discussionmentioning

confidence: 99%

Explaining Asian Americans’ academic advantage over whites

Hsin

Xie

2014

Proc. Natl. Acad. Sci. U.S.A.

275

197

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“…Moreover, the predicting effect of teacher perceptions of self esteem refers directly to the expectancies that teachers might have regarding their students, and thus how they give feedback and request academic improvements and success from them. However, the fact that self-esteem as reported by teachers showed the highest correlation with academic achievement is worrying, since it talks directly to the Pygmalion effect (Rosenthal & Jacobson, 1992); most probably these results imply that students who are good students are rated as higher on self-esteem by their teachers, and consequently teachers might reinforce and enhance academic development of those students who they perceive as higher on their selfesteem, and consequently act directly over their self-esteem. In this sense, teachers should be aware of their competences regarding how they can enhance their students' self-esteem and wellbeing.…”

Section: Discussionmentioning

confidence: 99%

Socio-emotional well-being and academic achievement: evidence from a multilevel approach

Berger¹,

Alcalay²,

Torretti³

et al. 2011

Psicol. Reflex. Crit.

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Even though social and emotional well-being has been proposed as a main goal of education, its association with academic achievement is usually overlooked, particularly considering that educational institutions are requested to show academic outcomes, and thus their focus is on cognitive development and academic training. This study adopts a multilevel perspective to test this association among Chilean elementary students, considering features at individual (socio-emotional well-being, self esteem, and social integration) and social levels (classroom social climate and social network characteristics). Results show that socio-emotional variables, and particularly teachers' ratings of their students' self esteem, are associated with academic achievement. Interaction effects of individual and contextual variables are presented, and implications for research and interventions are discussed. Keywords: Socio-emotional wellbeing; Academic achievement; Multilevel. ResumoApesar de que o bem-estar social e emocional tem sido proposto como uma meta principal da educação, sua associação com o desempenho acadêmico geralmente é negligenciado, especialmente considerando que as instituições educacionais são convidados a mostrar os resultados acadêmicos, e, portanto, o foco é no desenvolvimento cognitivo e da formação acadêmica. Este estudo adota uma perspectiva multinível para testar essa associação entre alunos chilenos do ensino fundamental, incluindo características individuais (bem-estar sócio-emocional, auto-estima e integração social) e sociais (clima social da aula e as características de rede social). Os resultados mostram que as variáveis sócio-emocionais, e em especial a percepção de professores da auto-estima de seus alunos, estão associados com desempenho acadêmico. Além disso, efeitos de interação das variáveis individuais e contextuais são apresentados. Implicações para a pesquisa e as intervenções são discutidos. Palavras-chave: Bem-estar sócio-emocional; Desempenho acadêmico; Multinivel.

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“…The role of teachers in the development of skills has also been studied with emphasis being placed on the effect of teachers' expectations on learner achievement -with low achievement and low teacher expectation being highly correlated (Rosenthal and Jacobson, 1968;and Blatchford, Burke, Farquhar, Plewis and Tizard, 1989). In music education research most of the investigations have focused on teachers delivering a curriculum in classroom contexts, where a single teacher works alone with a large group of children ( Cassidy, 1990;Duke and Madsen, 1991;Hendel, 1995;Madsen and Alley, 1979;Madsen and Geringer, 1989;Yarborough and Price, 1989).…”

Section: Introductionmentioning

confidence: 99%

Characteristics of Music Teachers and the Progress of Young Instrumentalists

Davidson

Moore

Sloboda

et al. 1998

Journal of Research in Music Education

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This study investigated the role of some key characteristics of teachers in the development of musical ability. Interviewing 257 children who differed in the extent of their instrumental mastery, it was discovered that the most successful learners regarded their teachers differently to those children who ceased music tuition. The more successful learners rated their first teacher higher than other learners on personal dimensions such as friendliness, and rated their current teacher higher than other learners on task-oriented professional dimensions such as pushiness.Additionally, the highly successful learners studied, on average, with more teachers than the other learners. These learners also generally received more individual instruction than the children who eventually ceased lessons. These findings confirm the importance of matching teacher characteristics to the changing requirements of learners in enabling the development of high levels of musical expertise.

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Pygmalion in the classroom

Cited by 2,459 publications

References 0 publications

Explaining Asian Americans’ academic advantage over whites

Explaining Asian Americans’ academic advantage over whites

Socio-emotional well-being and academic achievement: evidence from a multilevel approach

Characteristics of Music Teachers and the Progress of Young Instrumentalists

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