Research article | Open Access
Base for Electronic Educational Sciences 2025, Vol. 6(1) 1-22
The Power of Expectation on Student Achievement: Pygmalion Effect
pp. 1 - 22
Publish Date: March 30, 2025 | Single/Total View: 2/4 | Single/Total Download: 2/4
Abstract
Motivation in ELT has always been a concern for researchers. Most of them focussed on the effect of extrinsic motivation that required outsourcing interference; however, the strongest motivation occurs when the students themselves are believed by somebody, particularly by their teachers whom they most value. Positive expectations of teachers operate as an innate driving force that may lead students to academic achievement. A psychological phenomenon in which the expectations come true when you truly believe in them is called the Pygmalion effect. Accordingly, this study investigated the relationship between Pygmalion Effect and student achievement. The data were collected from 412 students at ELT departments of different universities, and 48 teachers from 30 high schools through a questionnaire and interviews. Chi-square, MANOVA, and Pearson Correlation tested the data and found significant differences. This study is significant in understanding the efficiency of the Pygmalion Effect on student success. This study also created a list of pedagogical implications for English teachers in higher education and high schools.
Keywords: Pygmalion effect, motivation, teacher expectation, English
APA 7th edition
Demir, C. (2025). The Power of Expectation on Student Achievement: Pygmalion Effect. Base for Electronic Educational Sciences, 6(1), 1-22.
Harvard
Demir, C. (2025). The Power of Expectation on Student Achievement: Pygmalion Effect. Base for Electronic Educational Sciences, 6(1), pp. 1-22.
Chicago 16th edition
Demir, Cuneyt (2025). "The Power of Expectation on Student Achievement: Pygmalion Effect". Base for Electronic Educational Sciences 6 (1):1-22.
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