Research Article
BibTex RIS Cite

Kendini Gerçekleştiren Kehanet Olgusu: Akademisyenlerin Çalışma Ortamındaki İzlenimleri Üzerine Nitel Bir Araştırma

Year 2024, , 488 - 504, 29.07.2024

Yahya Mendi , Ufuk Orhan

https://doi.org/10.37880/cumuiibf.1462626

Abstract

Araştırmanın amacı, akademisyenlerin kendini gerçekleştiren kehanete ilişkin izlenimlerini detayları ile ortaya koymaktır. Araştırmanın deseni olgu bilim olarak tasarlanmıştır. Araştırmanın örneklemini Van Yüzüncü Yıl Üniversitesinde çalışan ve kasıtlı örneklem tekniği ile seçilen akademisyenler oluşturmaktadır. Araştırmanın akademisyenler arasında kendini gerçekleştiren kehanetin oluşumuna dair sebep, süreç ya da sonuçlara ilişkin detayları ortaya çıkartarak okuyuculara katkı sağlaması amaçlanmıştır. Araştırmadaki veriler yarı yapılandırılmış görüşme formu ile toplanarak nitel içerik analiz yöntemi ile değerlendirilmiştir. Araştırma bulguları sekiz tema şeklinde ortaya konulmuştur. Bulgulanan temalar arasında; performans ve sorumluluk bilinci, bireysel kapasite öz yeterlilik ve performansa dayalı liyakat, öğrenmeye açık olma ve kendini geliştirme arzusu, işsizlik ve amaç noksanlığı, nepotizm (kayırmacılık), akademisyen olma arzusu, şımarma ihtimali ve yaş değişkenleri yer almaktadır. En fazla bulgulanan temalar performans ve sorumluluk bilinci ile bireysel kapasite öz yeterlilik ve performansa dayalı liyakat, en az bulgulanan tema ise akademisyen olma isteğidir. Beklenti etkilerinin akademik başarılar üzerindeki etkisine ait mekanizmaya dair bütüncül ve derinlemesine bir anlayış geliştirmek nitel araştırmalar yoluyla mümkün olabilecektir. Bu bağlamda araştırma kapsamında elde edilen bulguların akademik performansını iyileştirmek adına beklenti etkilerine ilişkin müdahalelerinin etkisini en üst düzeye çıkarma amacıyla yeni yöntem ve yollar bulunmasına olanak sağlayacağı öngörülmektedir. Araştırmanın etkiye dair sürecin aydınlatılmasına katkı sağlayacağı düşünülmektedir. Ayrıca bulguların alan yazınına katkı sunacağı umulmaktadır.

Keywords

Kendini gerçekleştiren kehanet nitel içerik analizi akademisyenlik.

References

  • Adityawarman, K. &Rositawati, S. (2019). Pengaruh Self-Fulfilling Propechy Terhadap Self-Efficacy Murid Level 1 Di TempatLes X di Bandung. Prosiding Psikoloji, 4(2), 481-490.
  • Alkan, D. P. (2019). Çalışan Motivasyonuna Yeni Bir Bakış Açısı: Pygmalion Etkisi, İş'te Davranış Dergisi, 4 (1), 1-10.
  • Almadi, S. (2022). The Meta-Narrative Of Self-Fulfilling Prophecy in The Different Research Areas. Society and Economy, 44 (2), 251-269.
  • Amini, A. W. (2016). Pygmalion Effect: Reflexive Strategies to Mitigate Teacher Bias. (Ontario Institute for Studies in Education of the University of Toronto) Erişim adresi http://hdl.handle.net/1807/72143.
  • Andrews, D. J. C. & Gutwein, M. (2017). Maybe That Concept is Still With Us: Adolescents' Racialized And Classed Perceptions of Teachers' Expectations. Multicultural Perspectives, 19 (1), 5-15.
  • Arslan, C. (2017, December). Gelişmiş Ülkelerde Akademik Kriyer ve Doçentlik Kriterleri. In Book Of Abstracts Of The 9th Conference Of The International Society For The (P. 28).
  • Avci, R. (2017). The Impact of Pygmalion Effect on Listening Anxiety and Comprehension in an English as a Foreign Language Context (In Iraqi Universities).[Doctoral Dissertation, International Black Sea University].Tbilisi.
  • Avolio, B. J., Reichard, R. J., Hannah, S. T., Walumbwa, F. & Chan, A. (2009). A Meta-Analytic Review Of Leadership Impact Research: Experimental And Quasi-Experimental Studies. The Leadership Quarterly, 20, 764–784.
  • Bae, S., Holloway, S. D., Li, J. &Bempechat, J. (2008). Mexican-American Students’ Perceptions Of Teachers’ Expectations: Do Perceptions Differ Depending On Student Achievement Levels? The Urban Review, 40, 210-225.
  • Bailey, T. S. (2020). The culture of expectations of teachers in rural ohio (Doctoral dissertation, Concordia University Chicago).
  • Baltacı, A. (2018). Nitel araştırmalarda örnekleme yöntemleri ve örnek hacmi sorunsalı üzerine kavramsal bir inceleme. Bitlis Eren Üniversitesi Sosyal Bilimler Dergisi, 7(1), 231-274.
  • Başkale, H. (2016). Nitel Araştırmalarda Geçerlik, Güvenirlik ve Örneklem Büyüklüğünün Belirlenmesi.Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 9 (1), 23-28.
  • Bryman, A. (2012). Social Research Methods, 4th ed. New York, NY: Oxford University Press.
  • Charmaz, K. (2011). Grounded theory methods in social justice research. The Sage Handbook Of Qualitative Research, 4, 359-380.
  • Chen, G. &Klimoski, R. J. (2003). The Impact of Expectations on Newcomer Performance in Teams as Mediated by Work Characteristics.Social Exchanges, and Empowerment, Academy of Management Journal, 46(5): 591-607.
  • Chirayath, S., Lalgem, E. M. &George, S. B. (2009). Expectations Come True: A Study of Pygmalion Effect on the Performance of Employees. Management and Labour Studies, 34(1), 125-144.
  • Cipriani, G. P. &Makris M. (2006). A Model with Self-Fulfilling Prophecies of Longevity, Economics Letters, 91(1): 122–126.
  • Creswell, J.W. (2009). Research Design: Qualitative, Quantitative and Mixed Methods Approach. Thousand Oaks, CA: Sage.
  • De Vos, A. S., Strydom, H. & Fouche, C.B. (2011).Research at Grass Roots: For Social Sciences and Human Service Professions.3rd ed. Pretoria: Van Schaik Publishers.
  • Demirtaş, A. (2004). Sosyal Sınıflandırma, Kişilerarası Beklentiler ve Kendini Doğrulayan Kehanet. İletişim Araştırmaları, 2(2), 33-53.
  • Duan, J., Li, C., Xu, Y. &Wu, C. H. (2017). Transformational Leadership And Employee Voice Behavior: A Pygmalion Mechanism. Journal of Organizational Behavior, 38(5), 650-670.
  • Eden, D. (1984). Self-Fulfilling Prophecy as a Management Tool: Harnessing Pygmalion. Academv of Management Review, 9 (1), 64-73.
  • Eden, D. (1990). Pygmalion in Management: Productivity as Self-fulfilling Prophecy. Lexington, MA: Lexington Books.
  • Eden, D. (1992). Leadership and expectations: Pygmalion effects and other self-fulfilling prophecies in organizations. The Leadership Quarterly, 3(4), 271-305.
  • Eden, D.&Zuk, Y. (1995). Seasickness as a Self-Fulfilling Prophecy: Raising Self- Efficacy to Boost Performance at Sea. Journal of Applied Psychology, 80 (5): 628-635.
  • Good, T. L., Sterzinger, N.&Lavigne, A. (2018). Expectation Effects: Pygmalion and the Initial 20 Years of Research. Educational Research and Evaluation, 24(3-5), 99-123.
  • Gündüzalp, S. &Özan, M. B. (2019). The Power of Expectations in School Management: Pygmalion Effect. Journal of Education and Future, (15), 47-62.
  • Harris, M. J., & Rosenthal, R. (1985). Mediation of interpersonal expectancy effects: 31 meta-analyses. Psychological Bulletin, 97, 363–386.
  • Hattangadi, V. (2015). Theory x & theory y. International Journal of RecentResearchAspects, 2(4), 20-21.
  • Jahan, F. &Mehrafzoon, D. (2019). Effectiveness of Pygmalion Effect-based Education of Teachers on the Students’ Self-efficacy and Academic Engagement. Iranian Journal of Learning and Memory, 1(4), 17-22.
  • Jamieson, D. W., Lydon, J. E., Stewart, G. &Zanna, M. P. (1987). Pygmalion Revisited: New Evidence For Student Expectancy Effects in the Classroom. Journal of Educational Psychology, 79(4), 461-466.
  • Jamil, F. M., Larsen, R. A. & Hamre, B. K. (2018). Exploring Longitudinal Changes in Teacher Expectancy Effects On Children's Mathematics Achievement. Journal for Research in Mathematics Education, 49(1), 57-90.
  • Johnston, O., Wildy, H. & Shand, J. (2019). A Decade Of Teacher Expectations Research 2008–2018: Historical Foundations, New Developments, and Future Pathways. Australian Journal of Education, 63 (1), 44-73.
  • Karakowsky, L., De Gama, N. & McBey, K. (2012). Facilitating the Pygmalion effect: The Overlooked Role Of Subordinate Perceptions Of The Leader. Journal of Occupational and Organizational Psychology, 85(4), 579-599.
  • Karakowsky, L., De Gama, N. &McBey, K. (2017). Deconstructing Higgins: Gender Bias in the Pygmalion Phenomenon. Gender in Management: An International Journal, 32(1), 1-39.
  • Kierein, N. M. & Gold M. A. (2000). Pygmalion in Work Organizations: A Meta- Analysis.Journal of Organizational Behaviour, 21: 913-928.
  • Kyngäs, H., Elo, S., Pölkki, T., Kääriäinen, M. &Kanste, O. (2011). Sisällönanalyysi Suomalaisessa Hoitotieteellisessä Tutkimuksessa [The Use Of Content Analysis in Finnish Nursing Science Research], Hoitotiede, 23: 2, 138-148.
  • Learman, L. A., Avorn, J., Everitt, D. E., & Rosenthal, R. (1990). Pygmalion in the nursing home: The effects of caregiver expectations on patient outcomes. Journal of the American Geriatrics Society, 38(7), 797–803.
  • Lee, S. (2007). Vroom's Expectancy Theory And The Public Library Customer Motivation Model. Library Review, 56(9), 788-796.
  • Manata, B. (2012). Measuring Pygmalion And Normative Expectation Messages During Workgroup Socialization: An Empirical Study. [Master Thesis, Michigan State University]. USA.
  • Martínez-Sanchis, P., Aragón-Amonarriz, C. &Iturrioz-Landart, C. (2020). How the Pygmalion Effect Operates in intra-family Succession: Shared Expectations in Family SMEs. European Management Journal, 38(6), 914-926.
  • McNatt, D. B. (2000). Ancient Pygmalion Joins Contemporary Management: A meta-analysis of theresult. Journal of Applied Psychology, 85(2), 314-322.
  • Mengi, F., & Schreglmann, S. (2013). Akademisyenlik bağlamında bilimsel üretkenliği etkileyen çevresel faktörler. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 1-17.
  • Merton, R. K. (1948). The self-fulfilling prophecy. The antioch review, 8(2), 193-210.
  • Moustakas, C. (1994). Phenomenological Research Methods. Thousand Oaks, CA:Sage.
  • Murdock-Perriera, L. A. & Sedlacek, Q. C. (2018). Questioning Pygmalion in the Twenty-First Century: The Formation, Transmission, And Attributional Influence Of Teacher Expectancies. Social Psychology of Education, 21(3), 691-707.
  • Onat Kocabıyık. (2016). Olgubilim ve Gömülü Kuram: Bazı Özellikler Açısından Karşılaştırma, Trakya Üniversitesi Eğitim Fakültesi Dergisi, 6 (1), 55-66.
  • Oz, S. & Eden, D. (1994). Restraining the Golem: Boosting Performance By Changing The Interpretation Of Low Scores. Journal of Applied Psychology, 79(5), 744-754.
  • Özcan, N.M. veSarıcı Bulut, S. (2012). Gazi Üniversitesi Eğitim Fakültesi Öğrencilerinin Eğitimle İlgili Anılarının Nitel Bir İncelemesi.The Journal of Academic Social Science Studies, 5(8), 313-336.
  • Padilla-Diaz, M. (2015). Phenomenology in Educational Qualitative Research: Philosophy as Science or Philosophical Science?. International Journal of Educational Excellence, 1(2), 101-110.
  • Punch, K. F. (2005). Sosyal Araştırmalara Giriş. Nicel ve Nitel Yaklaşımlar (Çev.: Z. Etöz). Ankara: Siyasal Kitapevi Yayınları.
  • Raiz, M., Zubair, A. & Shahbaz, K. (2017). Leadership Styles And Pygmalion Effect Among Banking Employees. Journal of Psychology & Psychotherapy, 7(2), 292-295.
  • Rao, M. & Sharma, S. (2016). Pygmalion in Management, IOSR Journal of Business and Management (IOSR-JBM) e-ISSN: 2278-487X, p-ISSN: 2319-7668 PP 15-23.
  • Reynolds, D. E. (2000). Pygmalion in Management: Understanding Supervisory Expectations As an Antecedent of Managerial Self-Efficacy, Phd Thesis, Cornell University, New York.
  • Rubie Davies, C., Peterson, E.R., Sibley, C.G. & Rosenthal, R. (2014). A teacher expectation ıntervention: Modelling the practices of high expectation teachers. Contemporary Educational Psychology, 40, 72-85.
  • Rubin, A. & Babbie, E. R. (2016). Empowerment Series: Research Methods For Social Work. Cengage Learning.
  • Saxena, S. (2016). Pygmalion Effect: An Innovative Tool To Increase Motivation. CPJ Global Review. 8(1), 105-108.
  • Selçuk, N. A. S., Peyman, D., & Arat, Ö. G. (2016). Bireylerin yüksek lisans yapma nedenleri üzerine bir araştırma. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18(4), 571-599.
  • Severinsson, E. (2003). Moral Stress and Burnout: Qualitative Content Analysis.Nursing and Health Sciences, 5, 59-66.
  • Solomon, G. B. &Rhea, D. J. (2008). Sources of Expectancy Information Among College Coaches: A Qualitative Test Of Expectancy Theory. International Journal of Sports Science & Coaching, 3 (2), 251-268.
  • Stoicescu, S. T. C. & Ghinea, V. M. (2013). Pygmalion Teachings Tyle, is There A Need For It?. Management & Marketing, 8(4), 699-722.
  • Terre Blanche, M.T., Durrheim, K. &Painter, D. (2006). Research in Practice: Applied Methods for The Social Sciences.Cape Town: University of Cape Town Press.
  • Turan, E. Z., (2019). Yüksek lisans öğrencilerinin kariyer gelişimlerinde lisansüstü tercih sebepleri ve süreçte karşılaştıkları sorunlar. EJERCongress 2019 Bildiri Kitabı.
  • Van Manen, M. (1990). Researching Lived Experience: Human Science For An Action Sensitive Pedagogy. Albany: State University of New York Press.
  • Wang, L. (2000). The Upward Pygmalion Effect in The Organization. (Masters Theses & Specialist Projects) Western Kentucky University, Department of Psychology, Industrial and Organizational Psychology, Kentucky.
  • Wang, Y. & Lin, L. (2014). Pygmalion Effect On Junior English Teaching. Advances in Language and Literary Studies. 5(6), 18-23.
  • Yücel, D. (2013). Pygmalion Etkisi Kapsamında Yönetici Beklentilerinin Astlar Tarafından Algılanmasının Astların Performansı Üzerindeki Etkileri Ve Bir Araştırma. (Tez No. 351693)[Doktora tezi, Marmara Üniversitesi ]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Zanna, M. P., Sheras, P. L., Cooper, J. &Shaw, C. (1975). Pygmalion and Galatea: The Interactive Effect Of Teacher and Student Expectancies. Journal of Experimental Social Psychology, 11(3), 279-287.

Pygmalion Effect:A Qualitative Researchon The Impressions of Academics

Year 2024, , 488 - 504, 29.07.2024

Yahya Mendi , Ufuk Orhan

https://doi.org/10.37880/cumuiibf.1462626

Abstract

The aim of the research is to reveal the impressions of academics about self-fulfilling prophecy in detail. The research was designed as phenomenology. The sample of the research consists of academicians working at Van Yüzüncü Yıl University and selected by the deliberate sampling technique. It is aimed that the research will contribute to the readers by revealing the details about the causes, processes or results of the formation of self-fulfilling prophecy among academics. The data in the study were collected through a semi-structured interview form and evaluated by qualitative content analysis method. The research findings were presented in the form of eight themes. The themes include performance and responsibility awareness, individual capacity, self-efficacy and performance-based merit, openness to learning and desire for self-improvement, unemployment and lack of purpose, nepotism (favoritism), desire to be an academic, the possibility of being spoiled and age variables. The most frequently found themes are performance and responsibility awareness, individual capacity, self-efficacy and performance-based merit, and the least frequently found theme is the desire to become an academic. Developing a holistic and in-depth understanding of the mechanism of expectancy effects on academic achievement will be possible through qualitative research. In this context, the findings from the research are expected to lead to the development of new methods and approaches to maximize the impact of interventions related to expectancy effects, thereby enhancing academic performance. It is thought that the research will contribute to the elucidation of the process regarding the effect. It is also hoped that the findings will contribute to the literature.

Keywords

Pygmalion effect qualitative content analysis academics

References

  • Adityawarman, K. &Rositawati, S. (2019). Pengaruh Self-Fulfilling Propechy Terhadap Self-Efficacy Murid Level 1 Di TempatLes X di Bandung. Prosiding Psikoloji, 4(2), 481-490.
  • Alkan, D. P. (2019). Çalışan Motivasyonuna Yeni Bir Bakış Açısı: Pygmalion Etkisi, İş'te Davranış Dergisi, 4 (1), 1-10.
  • Almadi, S. (2022). The Meta-Narrative Of Self-Fulfilling Prophecy in The Different Research Areas. Society and Economy, 44 (2), 251-269.
  • Amini, A. W. (2016). Pygmalion Effect: Reflexive Strategies to Mitigate Teacher Bias. (Ontario Institute for Studies in Education of the University of Toronto) Erişim adresi http://hdl.handle.net/1807/72143.
  • Andrews, D. J. C. & Gutwein, M. (2017). Maybe That Concept is Still With Us: Adolescents' Racialized And Classed Perceptions of Teachers' Expectations. Multicultural Perspectives, 19 (1), 5-15.
  • Arslan, C. (2017, December). Gelişmiş Ülkelerde Akademik Kriyer ve Doçentlik Kriterleri. In Book Of Abstracts Of The 9th Conference Of The International Society For The (P. 28).
  • Avci, R. (2017). The Impact of Pygmalion Effect on Listening Anxiety and Comprehension in an English as a Foreign Language Context (In Iraqi Universities).[Doctoral Dissertation, International Black Sea University].Tbilisi.
  • Avolio, B. J., Reichard, R. J., Hannah, S. T., Walumbwa, F. & Chan, A. (2009). A Meta-Analytic Review Of Leadership Impact Research: Experimental And Quasi-Experimental Studies. The Leadership Quarterly, 20, 764–784.
  • Bae, S., Holloway, S. D., Li, J. &Bempechat, J. (2008). Mexican-American Students’ Perceptions Of Teachers’ Expectations: Do Perceptions Differ Depending On Student Achievement Levels? The Urban Review, 40, 210-225.
  • Bailey, T. S. (2020). The culture of expectations of teachers in rural ohio (Doctoral dissertation, Concordia University Chicago).
  • Baltacı, A. (2018). Nitel araştırmalarda örnekleme yöntemleri ve örnek hacmi sorunsalı üzerine kavramsal bir inceleme. Bitlis Eren Üniversitesi Sosyal Bilimler Dergisi, 7(1), 231-274.
  • Başkale, H. (2016). Nitel Araştırmalarda Geçerlik, Güvenirlik ve Örneklem Büyüklüğünün Belirlenmesi.Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 9 (1), 23-28.
  • Bryman, A. (2012). Social Research Methods, 4th ed. New York, NY: Oxford University Press.
  • Charmaz, K. (2011). Grounded theory methods in social justice research. The Sage Handbook Of Qualitative Research, 4, 359-380.
  • Chen, G. &Klimoski, R. J. (2003). The Impact of Expectations on Newcomer Performance in Teams as Mediated by Work Characteristics.Social Exchanges, and Empowerment, Academy of Management Journal, 46(5): 591-607.
  • Chirayath, S., Lalgem, E. M. &George, S. B. (2009). Expectations Come True: A Study of Pygmalion Effect on the Performance of Employees. Management and Labour Studies, 34(1), 125-144.
  • Cipriani, G. P. &Makris M. (2006). A Model with Self-Fulfilling Prophecies of Longevity, Economics Letters, 91(1): 122–126.
  • Creswell, J.W. (2009). Research Design: Qualitative, Quantitative and Mixed Methods Approach. Thousand Oaks, CA: Sage.
  • De Vos, A. S., Strydom, H. & Fouche, C.B. (2011).Research at Grass Roots: For Social Sciences and Human Service Professions.3rd ed. Pretoria: Van Schaik Publishers.
  • Demirtaş, A. (2004). Sosyal Sınıflandırma, Kişilerarası Beklentiler ve Kendini Doğrulayan Kehanet. İletişim Araştırmaları, 2(2), 33-53.
  • Duan, J., Li, C., Xu, Y. &Wu, C. H. (2017). Transformational Leadership And Employee Voice Behavior: A Pygmalion Mechanism. Journal of Organizational Behavior, 38(5), 650-670.
  • Eden, D. (1984). Self-Fulfilling Prophecy as a Management Tool: Harnessing Pygmalion. Academv of Management Review, 9 (1), 64-73.
  • Eden, D. (1990). Pygmalion in Management: Productivity as Self-fulfilling Prophecy. Lexington, MA: Lexington Books.
  • Eden, D. (1992). Leadership and expectations: Pygmalion effects and other self-fulfilling prophecies in organizations. The Leadership Quarterly, 3(4), 271-305.
  • Eden, D.&Zuk, Y. (1995). Seasickness as a Self-Fulfilling Prophecy: Raising Self- Efficacy to Boost Performance at Sea. Journal of Applied Psychology, 80 (5): 628-635.
  • Good, T. L., Sterzinger, N.&Lavigne, A. (2018). Expectation Effects: Pygmalion and the Initial 20 Years of Research. Educational Research and Evaluation, 24(3-5), 99-123.
  • Gündüzalp, S. &Özan, M. B. (2019). The Power of Expectations in School Management: Pygmalion Effect. Journal of Education and Future, (15), 47-62.
  • Harris, M. J., & Rosenthal, R. (1985). Mediation of interpersonal expectancy effects: 31 meta-analyses. Psychological Bulletin, 97, 363–386.
  • Hattangadi, V. (2015). Theory x & theory y. International Journal of RecentResearchAspects, 2(4), 20-21.
  • Jahan, F. &Mehrafzoon, D. (2019). Effectiveness of Pygmalion Effect-based Education of Teachers on the Students’ Self-efficacy and Academic Engagement. Iranian Journal of Learning and Memory, 1(4), 17-22.
  • Jamieson, D. W., Lydon, J. E., Stewart, G. &Zanna, M. P. (1987). Pygmalion Revisited: New Evidence For Student Expectancy Effects in the Classroom. Journal of Educational Psychology, 79(4), 461-466.
  • Jamil, F. M., Larsen, R. A. & Hamre, B. K. (2018). Exploring Longitudinal Changes in Teacher Expectancy Effects On Children's Mathematics Achievement. Journal for Research in Mathematics Education, 49(1), 57-90.
  • Johnston, O., Wildy, H. & Shand, J. (2019). A Decade Of Teacher Expectations Research 2008–2018: Historical Foundations, New Developments, and Future Pathways. Australian Journal of Education, 63 (1), 44-73.
  • Karakowsky, L., De Gama, N. & McBey, K. (2012). Facilitating the Pygmalion effect: The Overlooked Role Of Subordinate Perceptions Of The Leader. Journal of Occupational and Organizational Psychology, 85(4), 579-599.
  • Karakowsky, L., De Gama, N. &McBey, K. (2017). Deconstructing Higgins: Gender Bias in the Pygmalion Phenomenon. Gender in Management: An International Journal, 32(1), 1-39.
  • Kierein, N. M. & Gold M. A. (2000). Pygmalion in Work Organizations: A Meta- Analysis.Journal of Organizational Behaviour, 21: 913-928.
  • Kyngäs, H., Elo, S., Pölkki, T., Kääriäinen, M. &Kanste, O. (2011). Sisällönanalyysi Suomalaisessa Hoitotieteellisessä Tutkimuksessa [The Use Of Content Analysis in Finnish Nursing Science Research], Hoitotiede, 23: 2, 138-148.
  • Learman, L. A., Avorn, J., Everitt, D. E., & Rosenthal, R. (1990). Pygmalion in the nursing home: The effects of caregiver expectations on patient outcomes. Journal of the American Geriatrics Society, 38(7), 797–803.
  • Lee, S. (2007). Vroom's Expectancy Theory And The Public Library Customer Motivation Model. Library Review, 56(9), 788-796.
  • Manata, B. (2012). Measuring Pygmalion And Normative Expectation Messages During Workgroup Socialization: An Empirical Study. [Master Thesis, Michigan State University]. USA.
  • Martínez-Sanchis, P., Aragón-Amonarriz, C. &Iturrioz-Landart, C. (2020). How the Pygmalion Effect Operates in intra-family Succession: Shared Expectations in Family SMEs. European Management Journal, 38(6), 914-926.
  • McNatt, D. B. (2000). Ancient Pygmalion Joins Contemporary Management: A meta-analysis of theresult. Journal of Applied Psychology, 85(2), 314-322.
  • Mengi, F., & Schreglmann, S. (2013). Akademisyenlik bağlamında bilimsel üretkenliği etkileyen çevresel faktörler. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 1-17.
  • Merton, R. K. (1948). The self-fulfilling prophecy. The antioch review, 8(2), 193-210.
  • Moustakas, C. (1994). Phenomenological Research Methods. Thousand Oaks, CA:Sage.
  • Murdock-Perriera, L. A. & Sedlacek, Q. C. (2018). Questioning Pygmalion in the Twenty-First Century: The Formation, Transmission, And Attributional Influence Of Teacher Expectancies. Social Psychology of Education, 21(3), 691-707.
  • Onat Kocabıyık. (2016). Olgubilim ve Gömülü Kuram: Bazı Özellikler Açısından Karşılaştırma, Trakya Üniversitesi Eğitim Fakültesi Dergisi, 6 (1), 55-66.
  • Oz, S. & Eden, D. (1994). Restraining the Golem: Boosting Performance By Changing The Interpretation Of Low Scores. Journal of Applied Psychology, 79(5), 744-754.
  • Özcan, N.M. veSarıcı Bulut, S. (2012). Gazi Üniversitesi Eğitim Fakültesi Öğrencilerinin Eğitimle İlgili Anılarının Nitel Bir İncelemesi.The Journal of Academic Social Science Studies, 5(8), 313-336.
  • Padilla-Diaz, M. (2015). Phenomenology in Educational Qualitative Research: Philosophy as Science or Philosophical Science?. International Journal of Educational Excellence, 1(2), 101-110.
  • Punch, K. F. (2005). Sosyal Araştırmalara Giriş. Nicel ve Nitel Yaklaşımlar (Çev.: Z. Etöz). Ankara: Siyasal Kitapevi Yayınları.
  • Raiz, M., Zubair, A. & Shahbaz, K. (2017). Leadership Styles And Pygmalion Effect Among Banking Employees. Journal of Psychology & Psychotherapy, 7(2), 292-295.
  • Rao, M. & Sharma, S. (2016). Pygmalion in Management, IOSR Journal of Business and Management (IOSR-JBM) e-ISSN: 2278-487X, p-ISSN: 2319-7668 PP 15-23.
  • Reynolds, D. E. (2000). Pygmalion in Management: Understanding Supervisory Expectations As an Antecedent of Managerial Self-Efficacy, Phd Thesis, Cornell University, New York.
  • Rubie Davies, C., Peterson, E.R., Sibley, C.G. & Rosenthal, R. (2014). A teacher expectation ıntervention: Modelling the practices of high expectation teachers. Contemporary Educational Psychology, 40, 72-85.
  • Rubin, A. & Babbie, E. R. (2016). Empowerment Series: Research Methods For Social Work. Cengage Learning.
  • Saxena, S. (2016). Pygmalion Effect: An Innovative Tool To Increase Motivation. CPJ Global Review. 8(1), 105-108.
  • Selçuk, N. A. S., Peyman, D., & Arat, Ö. G. (2016). Bireylerin yüksek lisans yapma nedenleri üzerine bir araştırma. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18(4), 571-599.
  • Severinsson, E. (2003). Moral Stress and Burnout: Qualitative Content Analysis.Nursing and Health Sciences, 5, 59-66.
  • Solomon, G. B. &Rhea, D. J. (2008). Sources of Expectancy Information Among College Coaches: A Qualitative Test Of Expectancy Theory. International Journal of Sports Science & Coaching, 3 (2), 251-268.
  • Stoicescu, S. T. C. & Ghinea, V. M. (2013). Pygmalion Teachings Tyle, is There A Need For It?. Management & Marketing, 8(4), 699-722.
  • Terre Blanche, M.T., Durrheim, K. &Painter, D. (2006). Research in Practice: Applied Methods for The Social Sciences.Cape Town: University of Cape Town Press.
  • Turan, E. Z., (2019). Yüksek lisans öğrencilerinin kariyer gelişimlerinde lisansüstü tercih sebepleri ve süreçte karşılaştıkları sorunlar. EJERCongress 2019 Bildiri Kitabı.
  • Van Manen, M. (1990). Researching Lived Experience: Human Science For An Action Sensitive Pedagogy. Albany: State University of New York Press.
  • Wang, L. (2000). The Upward Pygmalion Effect in The Organization. (Masters Theses & Specialist Projects) Western Kentucky University, Department of Psychology, Industrial and Organizational Psychology, Kentucky.
  • Wang, Y. & Lin, L. (2014). Pygmalion Effect On Junior English Teaching. Advances in Language and Literary Studies. 5(6), 18-23.
  • Yücel, D. (2013). Pygmalion Etkisi Kapsamında Yönetici Beklentilerinin Astlar Tarafından Algılanmasının Astların Performansı Üzerindeki Etkileri Ve Bir Araştırma. (Tez No. 351693)[Doktora tezi, Marmara Üniversitesi ]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Zanna, M. P., Sheras, P. L., Cooper, J. &Shaw, C. (1975). Pygmalion and Galatea: The Interactive Effect Of Teacher and Student Expectancies. Journal of Experimental Social Psychology, 11(3), 279-287.
There are 68 citations in total.

Details

Primary Language Turkish
Subjects Policy and Administration (Other)
Journal Section Makaleler
Authors

Yahya Mendi 0000-0001-6692-3690

Ufuk Orhan 0000-0003-0539-2800

Early Pub Date July 25, 2024
Publication Date July 29, 2024
Submission Date April 1, 2024
Acceptance Date July 3, 2024
Published in Issue Year 2024

Cite

APA Mendi, Y., & Orhan, U. (2024). Kendini Gerçekleştiren Kehanet Olgusu: Akademisyenlerin Çalışma Ortamındaki İzlenimleri Üzerine Nitel Bir Araştırma. Cumhuriyet Üniversitesi İktisadi Ve İdari Bilimler Dergisi, 25(3), 488-504. https://doi.org/10.37880/cumuiibf.1462626

Cumhuriyet Üniversitesi İktisadi ve İdari Bilimler Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.