Rosenthal effect, also known as "pygmalion effect effect" and "interpersonal expectation effect", is a kind of social psychological effect, which was discovered by American psychologists Rosenthal and L Jacobson in 1968 through experiments. Generally speaking, this influence is mainly because teachers have different behavior expectations for high achievers and low achievers and treat them in different ways, thus maintaining their original behavior patterns.
The experimenter thinks that teachers should accept the experimenter's suggestion, that is, teachers should not only have higher expectations for the students on the list, but also convey implicit expectations to the students intentionally or unintentionally through attitudes, expressions, understanding and questioning, consultation and recognition. Students give positive feedback to teachers.
This kind of feedback has aroused teachers' greater enthusiasm for education, kept their original expectations and given students more care. In this way, students' intelligence, academic performance and social behavior are close to teachers' expectations, making expectations come true.
Extended data:
The discovery process of Rosenthal effect;
1968 One day, American psychologists Rosenthal and Jacobson came to a primary school and said that they would do seven experiments. They chose three classes from grade one to grade six to test the future development trend of students in this 18 class. Subsequently, Rosenthal handed over the list of "the most promising people" to the principal and related teachers, and asked them to keep it secret so as not to affect the accuracy of the experiment.
In fact, Rosenthal told an "authoritative lie" because the students on the list were randomly selected. Eight months later, Rosenthal and his assistants revisited 18 class, and a miracle appeared: the students on the list made great progress in their grades. They were lively, cheerful, confident, curious and more willing to deal with people.
Baidu Encyclopedia-Rosenthal Effect