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This study supported the hypothesis that reality can be positively or negatively influenced by the expectations of others, called the observer-expectancy effect. Rosenthal argued that biased expectancies could affect reality and create self-fulfilling prophecies. These scores were not disclosed to 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 before the test to after the test. However, First and Second Graders showed statistically significant gains favoring the experimental group of "intellectual bloomers".
This led to the conclusion that teacher expectations, particularly for the youngest children, can influence student achievement. Rosenthal believed that even attitude or mood could positively affect the students when the teacher was made aware of the "bloomers". The teacher may pay closer attention to and even treat the child differently in times of difficulty.
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 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 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. Teachers reflect what is projected into them by their students.
They found that teachers who were in the attentive condition would rate their teaching skills as higher. In turn, the employee participates in more learning behavior. Leaders will show more leader behaviors such as leader-member exchange trust, respect, obligation, etc.
¿QUÉ ES EL EFECTO PIGMALIÓN?
Efecto Pigmalión: historia, cómo funciona y ejemplos