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AbstractScholars believe that exploration of the factors that mediate Pygmalion leadership (PL) and follower performance contribute a great deal to the understanding of PL. However, mediation studies involving PL and innovative work behavior (IWB) are largely absent in the extant literature. This study aimed to examine the mediating roles played by supervisor developmental feedback (SDF) and supervisor supportive behavior (SSB) in the influence of PL on IWB of hotel employees. Using PLS-SEM procedures, it was discovered that one of the two mediators, SDF, significantly mediated the influence PL had on IWB. Discussion and implications of the findings were highlighted accordingly. [ABSTRACT FROM AUTHOR]

Why do some European countries succeed in developing offshore wind power? This study compares the Spanish and Danish cases from the 1970s to 2021. By completing the literature on both policy failure and success with concepts from psychology, the study stresses the relevance of public funding instability, federal architecture, intertwined political interests and policy discourse as dimensions that impact the rise of offshore wind power. Drawing on this framework, the Danish success suggests that strong leadership based on a shared objective can create efficient institutions able to avoid veto players and secure financial investments over time. This process can boost the rise of a self-confident discourse that will reinforce the virtuous circle. [ABSTRACT FROM AUTHOR]

Copyright of Revista CES Psicologia is the property of Universidad CES and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Leadership behavior profoundly influences organizational culture, serving as a cornerstone for environments that foster safety, innovation, and employee satisfaction. This article utilizes research from the primary literature to demonstrate how leaders' actions and underlying fears influence organizational dynamics and employee outcomes, highlighting the importance of respect, transparency, and trust. Studies have shown that leadership styles shape the work environment, driving innovation and performance. However, concerns over productivity, evaluation, and control can lead to poor communication, low transparency, reduced innovation, and diminished performance, creating a culture of mistrust and anxiety. Authoritarian control or neglect of employees' needs exacerbates these issues, stifling creativity. The Pygmalion and Golem effects demonstrate how positive reinforcement enhances morale, productivity, and retention, while negative reinforcement is detrimental. Leaders operating under fears of failure or loss of control or political capital inadvertently create a culture of fear and increasingly severe feedback loops of reduced employee trust, satisfaction, and commitment. Addressing these fears fosters open communication, psychological safety, transparency, and mutual respect. Strategies for transforming leadership fears into positive change include promoting open communication, decentralizing decision-making, and implementing positive reinforcement mechanisms. Constructive feedback mechanisms encourage bidirectional communication and help mitigate the negative impacts of leadership fears. Leaders who address their fears can strengthen team trust, enhancing collaboration and engagement. Ultimately, managing leadership fears proactively catalyzes organizational learning and development, promoting a mindset where challenges are seen as opportunities for growth. This approach enhances adaptability and resilience while fostering continuous improvement. Addressing leadership fears and fostering a supportive culture is essential for sustainable productivity and success, serving as a starting point for exploring strategies that support employee performance and development, ultimately contributing to organizational success. [ABSTRACT FROM AUTHOR]

Leadership behavior profoundly influences organizational culture, serving as a cornerstone for environments that foster safety, innovation, and employee satisfaction. This article utilizes research from the primary literature to demonstrate how leaders’ actions and underlying fears influence organizational dynamics and employee outcomes, highlighting the importance of respect, transparency, and trust. Studies have shown that leadership styles shape the work environment, driving innovation and performance. However, concerns over productivity, evaluation, and control can lead to poor communication, low transparency, reduced innovation, and diminished performance, creating a culture of mistrust and anxiety. Authoritarian control or neglect of employees’ needs exacerbates these issues, stifling creativity. The Pygmalion and Golem effects demonstrate how positive reinforcement enhances morale, productivity, and retention, while negative reinforcement is detrimental. Leaders operating under fears of failure or loss of control or political capital inadvertently create a culture of fear and increasingly severe feedback loops of reduced employee trust, satisfaction, and commitment. Addressing these fears fosters open communication, psychological safety, transparency, and mutual respect. Strategies for transforming leadership fears into positive change include promoting open communication, decentralizing decision-making, and implementing positive reinforcement mechanisms. Constructive feedback mechanisms encourage bidirectional communication and help mitigate the negative impacts of leadership fears. Leaders who address their fears can strengthen team trust, enhancing collaboration and engagement. Ultimately, managing leadership fears proactively catalyzes organizational learning and development, promoting a mindset where challenges are seen as opportunities for growth. This approach enhances adaptability and resilience while fostering continuous improvement. Addressing leadership fears and fostering a supportive culture is essential for sustainable productivity and success, serving as a starting point for exploring strategies that support employee performance and development, ultimately contributing to organizational success.

Objective One of the most important factors for employees' success is focusing on the positive outcome of each situation, according to which they increase their trust and commitment. Hence, those who are positively focused can act very boldly and continue their efforts until achieving the desired result. The Pygmalion effect is a psychological principle related to the effective management of people. If employees think that their organization will be successful, they may subconsciously take action on this issue. As a sales manager, your ability to develop and retain sales representatives is critical to your company's performance and future success. Retaining employees in sales is still an important issue. Also, when salespeople are gaining skills to prepare for and succeed in their role, they are more likely to be job-satisfied and feel that their employer values their work. These factors reduce the likelihood of their willingness to resign. Holliday Chain Store as an enterprise is no exception to this rule. For this purpose, this study investigates the Pygmalion effect in branch managers on improving the sales performance of employees in the named chain store. Methodology It is an experimental, cross-sectional, and controlled clinical trial study. The statistical population of the present study includes 22 employees of a Holiday branch in Tehran. They were randomly divided into two groups; 11 in the experimental group and 11 in the control group. The standard sales performance questionnaire of Venezuela et al. (2014) was used to collect the needed data. In this study, the opinions of the supervisor, experts, and management specialists were used to check and determine the validity of the questions, and Cronbach's alpha was used to check their reliability. A high percentage of the alpha value indicated the reliability of the questions. Hypotheses were tested using multivariate analysis of covariance (MANCOVA) and univariate analysis (ANKWA) using SPSS software. Findings The results showed that the Pygmalion effect in managers of Holliday store branches on improving the sales performance of employees (characteristics of sales role, sales force skills, the value of customer life cycle, and customer orientation) is positive and significant. Conclusion The results showed that the Pygmalion effect in Holliday’s branch managers has a significant and positive influence on improving the sales performance of employees (sales role characteristics, sales force skills, customer lifetime value, and customer orientation). Also, the Pygmalion effect impacts business and manager-employee relations (teacher-student). A manager who knows the skills and talents of his subordinates can help them achieve their goals. The relationship between managers and employees (teacher-student) is an example of the Pygmalion Effect on strengthening and improving the skills of people in business and effectively recognizing their skills and using them to achieve the set goals. Also, according to the beta value of this variable, the Pygmalion effect in managers has a positive relationship with the customer lifetime value of sales employees, in other words, the continuous presence of managers in such periods can strengthen the value cycle of sales employees' customers. Individuals' tendencies are formed based on their direct perceptions of the conditions of expectations that others have about them. As a result, it is recommended to identify hidden talents and skills of employees by holding group training courses and activities with the presence of sales staff and to achieve this goal by focusing and promoting these positive skills throughout the journey. Create better changes in the sales performance of employees

This paper explores the relationship between the Pygmalion Effect and female career progression. The data was collected from sales representatives in the real estate sector in Pakistan through semi-structured interviews. Data was analyzed using Quirkos 2.5.3. The results of thematic analysis revealed that male employees received preferential treatment due to their perceived self-efficacy, leading managers to invest more in their development, which can be linked to the Pygmalion Effect. In contrast, female employees did not receive the same treatment within the real estate sector. The findings recommend that top management in the real estate sector should maintain similar interactions with all employees, regardless of their gender, to avoid sub-group formation. Conducting exit interviews with female employees can help identify underlying issues that contribute to their departure from organizations. This paper fills a gap in the existing literature by developing a model for understanding the role of the Pygmalion Effect in female career progression. [ABSTRACT FROM AUTHOR]

Previous research has documented reliable effects of teachers' judgments or expectations, respectively, on their students' school performance. However, the importance of those effects has been controversially discussed because of their limited effect size. The impact of teacher judgments on students' lives might have been underestimated due to a neglect of student outcomes other than performance. The present study investigated the effects of teacher under- and overestimations on adolescents' school performance in math and reading, motivational constructs (ability self-concepts, intrinsic motivation, and educational aspirations), and subjective well-being. Participants were 1,092 ninth graders (522 girls; Mage = 15.13, SD = 0.72), 52 math teachers, and 48 German (language of instruction) teachers. Teacher judgments uniquely and directly predicted developments over 1 year in performance (math: β =.12; reading: β =.16), ability self-concepts (β =.15; β =.08), aspirations for both school education (β =.12; β =.19) and vocational education (β =.08; β =.12), and life satisfaction in reading only (β =.03; β =.11). The significant effects were located at the student level, whereas there were no significant effects of teachers' general tendency to underestimate or overestimate their students. Both math and German teachers showed a tendency to overestimate their students on average. Underestimation had negative effects and overestimation had positive effects; most effects were linear. Results underscore the impact of teachers' judgments on adolescents' lives inside and outside school and illustrate the benefits of being overestimated and the downsides of being underestimated by teachers. Educational Impact and Implications Statement: Teachers' judgments of what their students are able to achieve have been documented to impact student performance, in the sense of a self-fulfilling prophecy. However, because those effects were mostly small, some researchers have disputed their practical importance. The present study documents unique direct effects of teacher judgments on math and reading performance, ability self-concepts, educational aspirations, and life satisfaction in reading only. The results also show that these effects encompass both negative effects of underestimation and positive effects of overestimation. Teacher judgments thus affect many student outcomes at the same time, underscoring their practical importance for students' lives. In addition, results suggest that overestimations, not accurate teacher judgments, are most conducive to adolescents' performance and socio-emotional development. [ABSTRACT FROM AUTHOR]

Objective One of the most important factors for employees' success is focusing on the positive outcome of each situation, according to which they increase their trust and commitment. Hence, those who are positively focused can act very boldly and continue their efforts until achieving the desired result. The Pygmalion effect is a psychological principle related to the effective management of people. If employees think that their organization will be successful, they may subconsciously take action on this issue. As a sales manager, your ability to develop and retain sales representatives is critical to your company's performance and future success. Retaining employees in sales is still an important issue. Also, when salespeople are gaining skills to prepare for and succeed in their role, they are more likely to be job-satisfied and feel that their employer values their work. These factors reduce the likelihood of their willingness to resign. Holliday Chain Store as an enterprise is no exception to this rule. For this purpose, this study investigates the Pygmalion effect in branch managers on improving the sales performance of employees in the named chain store. Methodology It is an experimental, cross-sectional, and controlled clinical trial study. The statistical population of the present study includes 22 employees of a Holiday branch in Tehran. They were randomly divided into two groups; 11 in the experimental group and 11 in the control group. The standard sales performance questionnaire of Venezuela et al. (2014) was used to collect the needed data. In this study, the opinions of the supervisor, experts, and management specialists were used to check and determine the validity of the questions, and Cronbach's alpha was used to check their reliability. A high percentage of the alpha value indicated the reliability of the questions. Hypotheses were tested using multivariate analysis of covariance (MANCOVA) and univariate analysis (ANKWA) using SPSS software. Findings The results showed that the Pygmalion effect in managers of Holliday store branches on improving the sales performance of employees (characteristics of sales role, sales force skills, the value of customer life cycle, and customer orientation) is positive and significant. Conclusion The results showed that the Pygmalion effect in Holliday’s branch managers has a significant and positive influence on improving the sales performance of employees (sales role characteristics, sales force skills, customer lifetime value, and customer orientation). Also, the Pygmalion effect impacts business and manager-employee relations (teacher-student). A manager who knows the skills and talents of his subordinates can help them achieve their goals. The relationship between managers and employees (teacher-student) is an example of the Pygmalion Effect on strengthening and improving the skills of people in business and effectively recognizing their skills and using them to achieve the set goals. Also, according to the beta value of this variable, the Pygmalion effect in managers has a positive relationship with the customer lifetime value of sales employees, in other words, the continuous presence of managers in such periods can strengthen the value cycle of sales employees' customers. Individuals' tendencies are formed based on their direct perceptions of the conditions of expectations that others have about them. As a result, it is recommended to identify hidden talents and skills of employees by holding group training courses and activities with the presence of sales staff and to achieve this goal by focusing and promoting these positive skills throughout the journey. Create better changes in the sales performance of employees. [ABSTRACT FROM AUTHOR]

The self-fulfilling prophecy theory has entered the literature with the assumption that false belief patterns can turn into reality over time. Then, it has been applied to the classroom in educational sciences disciplinary and has been examined by researchers for more than fifty years in the literature as the "Pygmalion effect" with their findings on how the positive expectations of teachers affect the future academic success of students. The broken windows theory, which constitutes the other theoretical framework of the research, set out with the assumption that if small problems that are ignored are not intervened, they will grow like in the snowball metaphor and cause social events that cannot be overcome. This theory has entered educational sciences as a zero-tolerance policy and many negative results have been reported. When the literature is examined, it has been revealed that aspects of the Pygmalion effect have not been investigated except for its impact on academic or work performance. In line with this blind spot, the main purpose of the research is to discover the predictive power of the Pygmalion effect on organizational broken windows. The population of the present research consists of 400 students in the physical education and sports college of a state university. The research was carried out with a total of 195 samples using the simple random sampling method. In the data analysis, simple regression analysis, correlation, and regulatory effect analysis were performed, respectively. Looking at the results of the research, it was seen that the Pygmalion effect had a negative impact of -36% on the organizational broken window, and at the same time, sex and age variables did not have a regulatory effect on this impact. It has been observed that the sub-dimensions of the Pygmalion effect (social-emotional learning environment and input-opportunities-feedback) have a negative effect on the managerial factor, which is the sub-dimension of the organizational broken window scale. When the results of this study are considered holistically, it is thought to serve as an information marker for future research, as it reveals the effect of the Pygmalion effect upon reducing negative behavioral attitudes in broken windows theory in a broader understanding. [ABSTRACT FROM AUTHOR]

Pygmalion and Golem effect are two opposing concepts. The basis of both is the prophecy that fulfills itself. This prophecy appears as a result of a positive or negative event. If a positive and good event occurs, the Pygmalion effect is called; if a negative, bad and negative event occurs, the Golem effect is called. In other words, the Pygmalion effect is that one person's positive expectations give a positive direction to another person's behavior; the golem effect is that one person's negative expectations give a negative direction to another person's behavior. Words and thoughts are the way people express themselves and are at the center of superhuman powers. Man, with his body and limited mind power, tries to reach much more than what he has through words and thoughts. The power of speech and thought is directly proportional to one's ability. The moment one notices this, everything in one's life changes direction. The Pygmalion and Golem effect comes into play as soon as the human can rule the other person or those around him/her with his/her words. In this study, it is aimed to mention the power, importance and effect of word and thought with the concepts of Pygmalion in Greek mythology and Golem in Jewish mythology. [ABSTRACT FROM AUTHOR]

The day has arrived that genetic tests for educational outcomes are available to the public. Today parents and students alike can send off a sample of blood or saliva and receive a 'genetic report' for a range of characteristics relevant to education, including intelligence, math ability, reading ability, and educational attainment. DTC availability is compounded by a growing "precision education" initiative, which proposes the application of DNA tests in schools to tailor educational curricula to children's genomic profiles. Here I argue that these happenings are a strong signal of the geneticization of education; the process by which educational abilities and outcomes come to be examined, understood, explained, and treated as primarily genetic characteristics. I clarify what it means to geneticize education, highlight the nature and limitations of the underlying science, explore both real and potential downstream bioethical implications, and make proposals for mitigating negative impacts.

Sisi Zhang,1 Yazi Liu,2 Shuning Song,3 Shixiong Peng,4 Mao Xiong5 1Nursing Department, Hunan Provincial People’s Hospital/The First Affiliated Hospital of Hunan Normal University, Changsha, Hunan Province, People’s Republic of China; 2Pediatric Intensive Care Unit, Hunan Provincial People’s Hospital/The First Affiliated Hospital of Hunan Normal University, Changsha, Hunan Province, People’s Republic of China; 3Geriatric Department, Hunan Provincial People’s Hospital/The First Affiliated Hospital of Hunan Normal University, Changsha, Hunan Province, People’s Republic of China; 4The First Affiliated Hospital of Hunan Normal University/Hunan Provincial People’s Hospital, Changsha, Hunan Province, People’s Republic of China; 5Ophthalmology and Stomatology Department, Hunan Provincial People’s Hospital/The First Affiliated Hospital of Hunan Normal University, Changsha, Hunan Province, People’s Republic of ChinaCorrespondence: Shixiong Peng; Mao Xiong Tel +86 13165616031; +86 19973119154 Fax +86 073183929235; +86 073183929236 Email 1532808066@qq.com; 704305468@qq.comPurpose: This study aims to explore the psychological status of suspected COVID-19 patients during quarantine and put forward a new yet effective psychological nursing strategy for intervention.Patients and Methods: We performed a retrospective study with suspected COVID-19 patients who were hospitalized to the two hospitals of Hunan province, China and accepted the intervention of psychological nursing from 01/2020 to 03/2020. The control group received routine psychological nursing care and the observation group received the new psychological nursing intervention according to Pygmalion effect.Results: A total of 89 objects were included in the analysis. Results of the questionnaire before intervention showed that the majority of isolated suspected COVID-19 patients showed negative emotions, with the incidence of depression (51.69%), anxiety (14.617%), inverted provocation (22.47%), extraverted provocation (25.84%). And the extraverted provocation scores of female patients was significantly higher than that of male counterparts (P < 0.05). At discharge, compared with the control group, the scores of depression, anxiety, introversion and extraversion of patients in the observation group were significantly lower after nursing intervention based on Pygmalion effect. The satisfaction rate of psychological care based on Pygmalion effect was 86.66%.Conclusion: Suspected COVID-19 patients tend to show the symptoms of depression, anxiety and irritation during quarantine. The psychological nursing based on Pygmalion effect is helpful to alleviate their negative emotions.Keywords: COVID-19, suspected patients, Pygmalion effect, psychological care, depression, anxiety

Since Merton defined the self-fulfilling prophecy in 1948, it has been adopted to several disciplines, and yet, only a small proportion of researches was built on its original complete notion accurately. Empirical papers even met challenges in proving an important part of it, notably that the initial expectation, that came true unwittingly through the behaviour of participants, had to be “false”. That crucial point is the Achilles heel of self-fulfilling prophecy researches, including its special cases, the Galatea, Golem and Pygmalion effect experiments. The research gave an overview on the self-fulfilling prophecies’ related themes in Educational Research, Psychology and Sociology: interactions/stereotypes–stigmas and performance/achievement; and aimed to examine the (aggregate) role/potential of “disadvantaged” people (i.e. people with mental, physical, psychological problems, disadvantaged socioeconomic/ familial backgrounds) in inducing the special cases of self-fulfilling prophecy – compared to other participants’ aggregate role/potential across all formerly reviewed studies. To this end, an umbrella review method was implemented, that has been unprecedented in social science. A research evidence based inclusion–exclusion criteria, a PRISMA 2020-based search strategy, and a two phase quality appraisal ((1) an author-led PRISMA 2020 assessment, (2) a two researcher 10-step protocol; results: 4.3–4.4/5) were carried out, leading to a sample of two meta-analyses. The data collection and summary were based on qualitative and quantitative findings. The results showed that the effect sizes in “disadvantaged” experiments (d between 1.38–2.20) exceeded overall effect sizes of meta-analyses (d1 = 0.81, d2 = 1.13) and of most studies in their samples. With regard to that Merton’s “initially false conceptions” can/could be completely incorporated into the research design only when the “disadvantaged” are/were the subject of these experiments – i.e. indeed a self-fulfilling prophecy is/was measured –, the final conclusion is that the “disadvantaged” are actually “the most advantaged” people in inducing the positive cases of self-fulfilling prophecy, particularly Pygmalion effect.

Aiming at the problem of low student enthusiasm in piano teaching, this work tried to apply “Pygmalion effect” to piano teaching from the perspective of educational psychology. Forty-five students were chosen from nine classes in grades 2, 4, and 6 of a central elementary school in Beijing City using experimental research, and the experimental group and the control group were set up. A questionnaire was adopted to conduct the pre-test and post-test of the experiment, which were done to analyze the factors that affect the attitude of students toward music learning and the effect of piano teaching. The results show that the encouragement level of the piano teacher and the enthusiasm of the students in the piano course were significantly correlated at the 0.01 level. There was also a significant correlation between self-efficacy and student piano learning enthusiasm at the 0.01 level. Furthermore, the pre-test and post-test results showed that the students in the experimental group of each grade generally performed much better in piano learning than the students in the control group, which proves that the “Pygmalion effect” can play an excellent interventional role in piano teaching. In this research, the value of “Pygmalion effect” in the educational psychology of piano music education in primary schools was deeply studied to explore the possibility of a novel piano teaching model. The research results show that teacher encouragement can stimulate the subjective initiative of students and make them perform better in piano learning. This research provides reference and ideas for the combination of education- and psychology-related research in the music classroom.

Copyright of Mecmua is the property of MECMUA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aiming at the problem of low student enthusiasm in piano teaching, this work tried to apply "Pygmalion effect" to piano teaching from the perspective of educational psychology. Forty-five students were chosen from nine classes in grades 2, 4, and 6 of a central elementary school in Beijing City using experimental research, and the experimental group and the control group were set up. A questionnaire was adopted to conduct the pre-test and post-test of the experiment, which were done to analyze the factors that affect the attitude of students toward music learning and the effect of piano teaching. The results show that the encouragement level of the piano teacher and the enthusiasm of the students in the piano course were significantly correlated at the 0.01 level. There was also a significant correlation between self-efficacy and student piano learning enthusiasm at the 0.01 level. Furthermore, the pre-test and post-test results showed that the students in the experimental group of each grade generally performed much better in piano learning than the students in the control group, which proves that the "Pygmalion effect" can play an excellent interventional role in piano teaching. In this research, the value of "Pygmalion effect" in the educational psychology of piano music education in primary schools was deeply studied to explore the possibility of a novel piano teaching model. The research results show that teacher encouragement can stimulate the subjective initiative of students and make them perform better in piano learning. This research provides reference and ideas for the combination of education- and psychology-related research in the music classroom. [ABSTRACT FROM AUTHOR]

Letter To Editor

Labeling a person by their past behavior or a criminal conviction is commonplace throughout forensic and correctional psychology. Labels including ‘offender’ and ‘sex offender’ infiltrate academic writing and conference presentations, names of professional organizations and treatment programmes and, at times, traverse therapeutic work. That such labels are frequently used and rarely advocated against suggests that helping professionals either (i) don't recognize labeling as an ethical issue, or (ii) don't consider it their role to challenge. The current paper aims to encourage critical reflection on the use of labels in forensic and correctional psychology. Key concerns are illustrated through a focus on labels commonly assigned to individuals who have sexually abused, where labeling is especially prolific. The scope of labeling is reviewed, and implications for rehabilitation and reintegration discussed. Next, an analysis of the ethics of labeling individuals on the basis of criminal convictions, past behavior or psychological phenomena is presented. It is argued that the use of such labels contradict core ethical principles including beneficence and nonmaleficence, respect for the dignity of all persons, and responsibilities to society. A de-labelling movement for forensic/correctional psychology and related fields is proposed. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate how students’ high school experience, math and science efficacy, and student, parent, and teacher expectations affect their plans for college major choice after controlling for students’ gender, ethnicity, and parental variables. Over 1500 9th grade students participated in the study. Using logistic regressions, we found that males and students whose parents held degree from a U.S. college are more likely to consider STEM majors in college. Hispanic students were found less likely to consider STEM major in college compared their Asian counterparts. Students who completed more STEM PBL projects and attended STEM summer camps are more likely to consider STEM majors. Students with higher GPAs also indicated that they are more likely to study STEM majors in college. In addition, students with higher parent and teacher encouragement are more likely to consider selecting a STEM major after graduating from high school. Moreover, students who had higher math and science efficacy are also more likely to consider choosing a STEM major in college. Last but not least, we found that students’ future career choice is also positively associated with their interests and goals they develop during high school years. Other findings and interaction effects with gender and ethnicity are also discussed in the paper. Overall, this study demonstrates that students’ contemplations about STEM major selection in college is influenced by the complex interplay between the individual, environment, and behavior, three major components of social cognitive career theory. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study examines if Confucius' filial piety has a positive relationships with Asian American student's academic achievement and social emotional behaviors competence in the context of Pygmalion effect in the United States. A total of 182 students with Confucius-faith belief from five universities participated in the survey. Pearson correlation analyses revealed that filial piety does have positive relationships with Asian American student's high academic achievement (r =.71, p < .05) and social emotional behavioral competence (r =.70, p < .05). However, data reported that being obedient to parents has low correlation with academic achievement and emotional competence, r =.45, p <.05 and r = .45, p < .05, respectively. [ABSTRACT FROM AUTHOR]