Teacher expectations produce self-fulfilling prophecies in student performance: high teacher expectations result in students’ higher academic performance and low teacher expectations result in students’ lower academic performance. The positive effect of teacher expectations on student performance is called “Pygmalion Effect” and the negative effect is called “Golem effect.” Evidence for a Golem effect in teaching was first provided in a 1982 Israeli study. The researchers Elisha Babad, Jacinto Inbar and Robert Rosenthal provided evidence for the Golem effect “with low-expectancy students of high-bias teachers receiving a more negative treatment and performing less well than any of their peers” (p. 473).
Bibliographical noteVersion archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.
- 200401 applied linguistics and educational linguistics
- 200405 language in culture and society (sociolinguistics)