Effectiveness of Pygmalion Effect-based Education of Teachers on the Students’ Self-efficacy and Academic Engagement مقاله

Candidate of Psychology, University lecturer of Islamic Azad University, Islamshahr Branch, Iran Abstract The current study was conducted to determine the effectiveness of Pygmalion effect-based education of teachers on the students’ self-efficacy and academic engagement. The statistical population of this study includes all students of first and second grades of high schools in Semnan in 2018-2019Thirty students were selected through multi-level cluster sampling method and after filling the written consent out, they answered General Sherer Self-efficacy questionnaire as well as Academic Engagement Questionnaire of Schaufeli et al. The obtained results of data analysis, using covariance analysis, showed that education based on Pygmalion effect for teachers affect students’ self-efficacy as well as their academic engagement. Session 1- Introducing the method, implementing pretest by coworker, explanation about the role of teacher in students’ learning Session 2-3- Stating the effective factors on academic growth, dependent variables and publishing training pamphlet Session 4-5-6- Explaining Pygmalion effect, proposing the conducted studies in this field and giving feedback to the teacher s Session 7- Explaining the principles of strengthening, punishing, the effect of written feedback, strengthening with any amount of academic achievement and supporting students to find the response and propose the supplementary references Session 8- Permitting the experiences as they are without judging them, meditation Session 9- Explaining the main principles of communication, correct methods of encountering students, stating the realistic expectation in class and proposing the supplementary references Session 10- Explaining the measures, which they have to take during the training course and implementation, question and answer Findings The design of this study was quasi-experimental. Improving students’ psychological needs is another strengthening factor for the effectiveness of Pygmalion educational method so that Scott, Shanen and Carolin (2004) showed that students with more academic engagement do their homework better and attribute their performance on homework more to their personal abilities than chance and external factor.