What is the Pygmalion Effect? The Self-Fulfilling Prophecy Where Expectations Become Reality

Definition

The Pygmalion Effect is a psychological phenomenon where others' expectations actually influence performance. Simply put, "if you expect it, it really happens." This is also called a self-fulfilling prophecy.

For example, a teacher looks at a student and expects "this child will do well," and that student's grades actually improve. Conversely, expecting "this child won't make it" causes the student's grades to actually drop. The student's inherent ability didn't change. The teacher's expectations change their attitude and behavior (more praise, more attention, harder problems), which influences the student (gains confidence, works harder), changing the results.

The Pygmalion effect was proven in 1968 by psychologist Robert Rosenthal. He conducted an experiment at an elementary school. He randomly selected students and told teachers "these students have high IQs and will develop greatly in the future." They were actually ordinary students. A year later, the results were amazing. Those students' IQs actually increased and their grades improved. The teacher's positive expectations transformed the students. This experiment showed how powerful the "power of expectations" is.

The name comes from Greek mythology. The sculptor Pygmalion fell in love with a statue he made, and when he desperately wished for it, the goddess turned the statue into a real person. The name was given because of the meaning "earnest expectations become reality."

Characteristics

• Works bidirectionally - Positive expectations create positive results, and negative expectations (Golem effect) create negative results. Belief determines direction
• Unconscious - Both the person expecting and the person being expected often aren't conscious of it. Subtle signals that operate automatically influence outcomes
• Conveyed through behavior - Expectations are conveyed through behavior, not words. Eyes, tone, time investment, feedback method, opportunity provision... These subtle behaviors send messages
• Influences confidence - Others' expectations change self-efficacy. When you believe "I can do it," you actually perform better
• Cumulative - Not one-time expectations, but repeated expectations make long-term big differences. Small daily signals accumulate to change results

Examples

Example 1: Rosenthal's Classroom Experiment (1968) The famous experiment I mentioned. When they labeled randomly selected students as "gifted," their IQ increased an average of 12 points a year later. Especially younger students showed bigger effects. First graders increased an average of 27 points. Teachers didn't admit they treated them differently, but observations showed they smiled more at those students, praised more, asked harder questions, and gave more time.

Example 2: Pygmalion Effect at Work A new employee joins. If the boss expects "this person will do well," performance actually improves. Why? The boss assigns more important projects, teaches more carefully, encourages "it's okay, do better next time" when they make mistakes, and gives more opportunities. Conversely, if they think "this person is just average"? They only assign easy work, teach carelessly, confirm "as expected, no good" when mistakes happen, and don't give opportunities. Performance differences naturally occur.

Example 3: Parents' Expectations and Children When parents believe "our child is good at math," the child really becomes good at math. Parents solve math problems together, encourage "you can do it," buy math-related toys and books, send them to math academy... They make these investments. Conversely, if they believe "our child is weak at math," they make the child give up saying "math is hard, you're good at other things." Expectations determine investment, and investment creates results.

Example 4: Military Experiment In the Israeli military, they told training instructors that randomly selected recruits had "high potential." After training, those recruits' scores were actually better. In all aspects: physical fitness, shooting, tactics. The instructors' expectations changed training methods, feedback, and encouragement amount, which influenced the recruits' confidence and effort.

Example 5: Placebo Effect in Medicine When a doctor says with certainty "this medicine is really effective," patients recover faster. Even if it's a fake medicine (placebo). The doctor's expectations and confidence are conveyed to the patient, and the patient's psychological state actually influences physical recovery. Conversely, if the doctor says "this doesn't work much," even real medicine becomes less effective.

Example 6: Coaching in Sports When a coach believes "this player is ace material," that player really performs well. They give more practice time, let them play in important games, and trust "you'll do well next time" even when they make mistakes. Confidence grows, opportunities increase, and skills eventually improve. Conversely, thinking "this player is mediocre" keeps them on the bench, doesn't give opportunities, and takes away chances to develop.

How to Use

How to positively use the Pygmalion effect.

Using as a Parent

1. Express Positive Belief in Ability Often say things like "you can do it," "you're smart," "you do well when you try hard." But it's better to praise effort like "you did well because you worked hard" rather than "you're a genius." Emphasize growth potential rather than fixed ability.

2. Set High Expectations Present goals slightly harder than what your child can do. If it's too easy there's no development, and if it's too hard they give up, but appropriately difficult leads to growth. Encourage challenge: "How about trying this much this time?"

3. Treat Mistakes as Learning Opportunities Don't say "why are you like this" when they make mistakes, but say "it turned out this way this time. What should we do next time?" Send the message that mistakes are part of the learning process, not failure.

Using as Teacher/Leader

1. Have High Expectations for All Students/Staff Don't prejudge "this student is good and that student is bad." Have equally high expectations for everyone. Surprisingly, many people meet expectations.

2. Specific and Constructive Feedback Rather than just "good job," say specifically "I really liked how you did it this way here. How about developing this part more next time?" Give specific praise and present development directions.

3. Provide Growth Opportunities Assign important projects and difficult tasks. Say "I'm giving you this because I think you can do it." It's both an expression of expectations and an actual growth opportunity.

4. Manage Verbal and Nonverbal Signals Convey expectations not just through words but also through eyes, smile, tone, and gestures. If you say "you can do it" with an indifferent expression, it's useless. Genuine belief needs to be conveyed.

Using on Yourself

1. Change Self-Talk Tell yourself not "I can't do it," "I'm just like that" but "I can do it if I learn," "it didn't work this time but will improve next time."

2. Have Growth Mindset Believe not "ability is fixed (Fixed Mindset)" but "you develop through effort (Growth Mindset)" like Carol Dweck's research. This is the Pygmalion effect you place on yourself.

3. Celebrate Small Successes Acknowledge and celebrate even small progress. Like "studied 10 more minutes today, that's development." Small successes give confidence, and confidence leads to bigger success.

Avoiding Golem Effect (Negative Expectations)

1. Don't Label Don't label people "this person is incapable," "this child has problems." Once labeled, it really becomes that way through the Golem effect.

2. Don't Get Stuck in the Past Don't think "couldn't do it last year so can't this year." People change. Past failures don't determine the future.

3. Don't Compare "Your brother does well but why can't you?" Comparison creates negative expectations. Acknowledge that everyone has their own pace and strengths.

Opposite Concept: Golem Effect

The Golem Effect is the opposite of the Pygmalion effect. Low expectations create bad results.

How Golem Effect Works

1. Expect "this person can't do it"
2. Give less attention, teach less, only assign easy work, treat critically
3. No opportunities so skills don't improve, only receive criticism so confidence drops
4. Eventually really can't do it
5. "See, I knew it" confirmation

Example: Falling Behind Student What happens if a teacher judges "this child can't study"? Passes over questions saying "later," doesn't give presentation opportunities, gives up thinking "as expected" when wrong... The child gradually loses confidence and really falls behind. The teacher's low expectations became a self-fulfilling prophecy.

Example: Labeling at Work What happens if you label an employee who made one mistake as "can't work"? Don't assign important work, teach carelessly, confirm "doing it again" when mistakes happen, don't give development opportunities... The employee loses motivation and performance actually worsens. The boss's negative expectations became reality.

How to Avoid Golem Effect

1. Look at possibilities, not the past
2. Express as "can't yet" not "can't"
3. Acknowledge and praise even small improvements
4. Give opportunities equally
5. View mistakes as situational issues, not personality problems

Cautions

1. Excessive Expectations Are Pressure Too high expectations become stress, not help. Excessive expectations like "you must always be first" create anxiety and fear. Appropriate level is important.

2. Baseless Praise Has Reverse Effect Saying "you're a genius," "you're the best" for no reason makes children anxious. "Why do they keep saying I'm good? They're just saying it, not really thinking it?" They become suspicious. Specific praise is important.

3. Focus on Process, Not Results "You're smart" (fixed attribute) is worse than "you worked hard" (process). The former makes you fear failure, but the latter makes you keep challenging.

4. Not All Differences Are Due to Expectations While the Pygmalion effect is powerful, it's not everything. Actual ability differences, interests, and environment are also important. Don't mistakenly think "just expecting makes everything happen."

Impact

Positive Aspects

• Motivation: Others' belief is powerful motivation. Thinking "this person believes in me" makes you work hard
• Boosts confidence: Positive expectations increase self-efficacy. The belief "I can do it" actually improves ability
• Creates opportunities: High expectations lead to more opportunities. Important projects, difficult tasks, leadership roles... Opportunities create growth
• Positive environment: Organizations where people have high expectations of each other perform better overall. Expectations become culture

Negative Aspects

• Reinforces discrimination: Low expectations based on first impressions or prejudice create actual discrimination. Stereotypes about specific groups are reinforced through Pygmalion/Golem effects
• Self-fulfilling bias: Prejudices like "women can't do math," "old people can't learn new technology" appear as actual results. Because they're not given opportunities
• Excessive pressure: Too high expectations create stress, anxiety, and burnout. Fear of "what if I don't meet expectations"
• Inaccurate self-image: Children raised on excessive praise can lose sense of reality. Only thinking "I'm special" and not making efforts

FAQ

Q: What's the difference between Pygmalion effect and placebo effect? A: Similar but subtly different. Placebo effect is "your own belief" influencing you. If you believe "this medicine works," it actually works. Pygmalion effect is "others' belief" influencing you. If a teacher believes "this student will do well," the student actually does well. Of course they can connect. Others' expectations create your own self-belief (Pygmalion), and that belief creates actual results (placebo). Like "the teacher believes in me so I believe in myself, so I really do well."

Q: Being around negative people makes me worse too? A: Yes, it can happen due to the Golem effect. Constantly hearing "you can't," "that's hard," "it's too much" lowers confidence and you actually can't do it. Especially close people's (parents, spouse, boss) negative expectations have big influence. Conversely, being around positive people boosts confidence and you actually perform better. The saying "environment matters" isn't empty. Intentionally spend time with people who believe in you. Mentors, coaches, supportive friends... Their positive expectations will help you grow. If you can't completely avoid negative people (e.g., family), take their words less seriously and seek positive feedback elsewhere.

Q: Does constantly telling a child "you're a genius" really make them a genius? A: Not that simple. Could even backfire. According to Carol Dweck's research, ability praise like "you're smart" makes children fear failure. They worry "what if I lose my smart image?" and avoid difficult challenges. More effective is process praise like "you worked really hard," "you kept trying without giving up." Then even when failing, they think "I can do better with more effort" and keep challenging. To properly use Pygmalion effect: 1) "You can do it" (possibility), 2) "You improved because you tried" (process), 3) "It didn't work this time but will improve next time" (growth mindset). Say it this way.

Q: My boss at work seems to think I can't do it. What should I do? A: If you get trapped in the Golem effect, you can really get worse. Ways to escape: 1) Recognize - "my boss's low expectations are affecting me" is the first step. 2) Change internal dialogue - Whatever the boss says, tell yourself "I can do it," "I'm developing." 3) Create concrete evidence - Create even small successes and show them. Prove with facts "I did well this project." 4) Request feedback - Ask "how can I do better?" Make the boss pay attention to you. 5) Get recognized externally - Getting recognized by other teams, other bosses, or external projects boosts confidence. 6) Change environment in worst case - If the boss continuously doesn't believe in you, you really won't develop. Consider team transfer or job change. There are environments that will believe in you.

Q: Is Pygmalion effect more important than genetics or actual ability? A: No, both are important. The Pygmalion effect is powerful but not magic. Innate ability, genetics, health, environment... these also influence. But what's important is expectations' influence is much bigger than most people think. In Rosenthal's study, IQ increased 12-27 points. That's a difference you can't ignore. Also important is "realizing potential." Even with ability, you can't demonstrate it without opportunities. Pygmalion effect creates opportunities. High expectations → more investment → more opportunities → ability demonstration. Like this. Conversely, low expectations bury ability. Talented people can't perform through Golem effect. Conclusion: Both genetics and expectations matter. But what we can change is expectations. Can't change genetics, but can change expectations right now.

Q: Does Pygmalion effect work even when you're old? A: Yes, it works. Regardless of age. Common prejudice is "can't learn when old," "new technology is for young people," but this creates the Golem effect. Not teaching new technology to older employees, not giving opportunities, saying "just do it the old way" makes them really unable to do it. Conversely, expecting "age is experience," "you have ability to learn" makes them actually do well. According to research, people in their 70s-80s can also learn new things. Speed might be slow, but it's sufficiently possible. What's important is expectations and opportunities. The social prejudice "old people can't" creates the Golem effect, not actual ability issues. Many people learn new hobbies, languages, and technology after retirement. If you believe in yourself and others believe in you, age is just a number.