In this article, I examine the notion that perceptions of media have a perceived effect on performance and morale on both the athlete and the team. I test this idea on a sample of college athletes at Nicholls State University (N=94), at the end of the 2011-2012 school year. Findings show that the presumed media influence is displayed in the context of athletics and that there are some indirect effects from one's perceptions of how their teammates were portrayed in the media. Research found that positive media had a perceived effect on the team but not on ones' self. Findings also showed that positive and negative media can be a predictor of overall team performance. Nothing was found to support the idea that positive or negative media had an impact on personal performance or morale. Nothing was found that gave credence to the fact that perception of media whether positive or negative has an impact on personal or team morale.

L'effet paravent est une proposition contradictoire à l'effet Pygmalion. Les études de Rosenthal et Jacobson ont mis en évidence le fait que les attentes des enseignants ont comme résultat la tendance de l'élève à se conformer à ces attentes. Par conséquent, les élèves considérés comme susceptibles de s'épanouir arrivent à obtenir des résultats supérieurs aux résultats des autres élèves (et inverse pour les élèves faibles). Mais, les enseignants élaborent souvent des attentes en prenant en compte des éléments qui ne se situent pas dans une relation directe avec les performances scolaires. Le genre, l'origine ethnique, la classe socioéconomique, l'attractivité physique sont des facteurs qui influencent l'élaboration des attentes par les enseignantes, malgré leurs caractères moins fiables. L'essor des technologies, ces dernières années, leur utilisation massive et à grande échelle au niveau de la société, ainsi que leur introduction dans les écoles semblent offrir de nouvelles perspectives, y compris celle de l'amélioration des résultats des élèves, dus aux représentations erronées des enseignants à l'égard de potentiel cognitif de leurs élèves. En effet, avec les technologies, l'école trouve de nouvelles ressources pour accomplir sa mission. Compte tenu de ces nouvelles conditions de travail et d'apprentissages apportées par l'utilisation des technologies, un certain nombre de questions surgissent en lien direct avec les possibilités de changer les regards des enseignants concernant les performances des élèves, avec des effets bénéfiques sur l'image de soi des élèves et, pourquoi pas, sur leurs résultats scolaires. Pour répondre à ces questions, ce travail propose l'étude de l'effet paravent des TICE, autrement dit, la possibilité d'utiliser les TICE pour contrecarrer les effets d'attentes des enseignants sur les performances des élèves. Dans cette perspective, des technologies permettant l'assurance de l'anonymat apparaissent comme un élément susceptible de briser la relation classique maître-élève / The screening effect is opposite proposal to the so called Pygmalion effect. Early studies of Rosenthal and Jacobson had proven the pupils' tendency to reach teacher's expectations concerning theirs scholar performances. It follows that the students considered as promising get usually better results than the others (and contrary, those one considered as weak got lower results). Nevertheless the teacher expectations are sometime based on facts that are not direct linked to the scholar performances. Despite theirs reliability, the gender, the ethnical origin, the social level and physical attractiveness are factors that can contribute in establishing these expectations. The development of ICT in last decades and subsequently their massive use in society (particularly in scholar environment) offers completely new opportunities and perspectives. The aim of present thesis is to study the impacts of these technologies within situations when a relatively poor level of scholar achievements has like source a possible wrong estimation of teachers concerning the scholar potential of theirs students. We can say that by using these new technological achievements the school is finding in fact new tools for achieving its important mission. Currently, intensive efforts are made on studying how this completely new educational work environment and the particularities of these new techniques can influence teachers' regard on scholar's performances with positives effects on the self-esteem of the students or even on their scholar achievement. Trying to answer to some of these questions, the aim of present work is to study the screening effect of ICT, thus the possibility of using ICT to diminish the effects of teaching expectances on the scholar performances of the students. In this context, using ICT to hide the student identity seems to break the classical student teacher interaction

L'effet de Pygmalion au travail est intégré dans les cadres conceptuels des prophéties autoréalisatrices et des styles de leadership dans le domaine du comportement organisationnel. Son actualité se caractérise par un effet d’espérance interpersonnelle, son importance étant d’avoir un impact exceptionnel sur l’amélioration du leadership et la performance professionnelle des employés. Cependant, les préoccupations éthiques, phénoménales et méthodologiques de ses expériences ont soulevé des critiques. En réponse à cela, la thèse a proposé une nouvelle perspective à mettre en œuvre basée sur les trois dimensions du naturel (comportement, mise en place, traitement) et a émis l'hypothèse de l'occurrence naturelle de l’effet Pygmalion au travail. Par conséquent, la thèse visait à voir le test de la réalité, si et comment il est réalisé dans le contexte choisi du Programme d'Emploi de la Communauté culturelle. Il a appliqué une conception séquentielle exploratoire avec deux collectes de données: observation des participants (n = 25-130), questionnaires organisationnels (n = 1146-1155). L'analyse reposait sur des stratégies de quantification et de validité et prenait des statistiques descriptives et inférentielles. Les résultats ont contribué aux aspects théoriques et méthodologiques des recherches sur les effets de Pygmalion et de Galatea, à la question du contexte naturel et au programme étudié. / The Pygmalion effect at work is embedded into the conceptual frameworks of self-fulfilling prophecies and leadership styles within the field of Organisational Behaviour. Its actuality lays in operating as an interpersonal expectancy effect, its significance lays in having an outstanding impact on leadership improvement and follower job performance. However, the ethical, phenomenal and methodological concerns of its experiments raised arguments. As a response to these, the dissertation proposed a new perspective to be implemented based on the three dimensions of naturalness (behaviour, setting, treatment) and hypothesized the naturally occurring Pygmalion effect at work. Therefore, the thesis aimed to see the test of reality, if and how it is realized in the chosen context of the Cultural Community Employment Program. It applied an exploratory sequential design with two data collections: participant observation (n=25-130), organisational questionnaires (n=1146-1155). The analysis was based on quantification and validity strategies, it took descriptive and inferential statistics. The findings contributed to the theoretical and methodological aspects of Pygmalion and Galatea effect researches, the issue of the natural context and the investigated program.

There is a wealth of studies which suggest that manager's positive perceptions/expectations can considerably influence organisational performance; unfortunately, little empirical evidence has been obtained from development studies. This first time research explores how Japanese aid workers' perceptions towards the local staff affects their behaviour and performance in cross-cultural project settings. Moreover, this research focuses on the perceptual and behavioural trait differences of successful and unsuccessful aid workers. With cooperation from Japan International Cooperation Agency (JICA), 244 valid responses were obtained from the aid workers (managers) through a webbased survey. As a result of statistical analysis, positive causal relationships were confirmed between perception related factors and behaviour related factors and the organisational performance variable. These results strongly suggest that aid worker's positive perceptions result in positive behaviour in local colleagues and subsequently higher organisational performance. In addition, it was discovered that the aid workers' positive perception/expectation about work and their local colleagues was related to higher organisational performance, whilst conversely, the negative perception on their part was generally associated with negative behaviour and lower organisational performance.Although the differences in perceptual tendencies suggested by that these findings apply to Japanese aid managers; however, as human nature is universal, positive perception and behaviour should bring out positive output in most organisations. It is recommended that there is a need for people-related and cross-cultural management skills to ensure successful future activities, and stress management competencies to maintain positive managerial perception on the part of aid workers.

George Bernard Shaw’s Pygmalion (1912) and its musical adaptation, My Fair Lady (1956) offer 20th century’s most famous example of dialect acquisition: the transformation of Eliza Doolittle under the tutelage of Professor Henry Higgins. The opportunity to work on Barksdale Theatre’s production of My Fair Lady (2012), both as the actress playing Eliza Doolittle and as a dialect coach for the production, prompted an analysis of the dialect pedagogy of Henry Higgins. The centenary of Pygmalion is also a prime juncture to document, in contrast or complement to Higgins’ model, contemporary theories and techniques of dialect pedagogy. Chapter one of this thesis explores the ideology of dialect acquisition, addressing the issues of dialect prestige and standard speech. Chapter two examines the rapport between teacher/coach and learner/actor, including a comparison of teacher-centered and learner-centered pedagogies and the influence of expectancy theories on learner growth. Chapter three details the methods of dialect acquisition, addresses language learning theories as applied to dialect learning, and offers practical exercises and techniques. The conclusion outlines areas of future consideration to enhance the dialect acquisition process in the classroom and rehearsal hall.

There is a wealth of studies which suggest that manager's positive perceptions/expectations can considerably influence organisational performance; unfortunately, little empirical evidence has been obtained from development studies. This first time research explores how Japanese aid workers' perceptions towards the local staff affects their behaviour and performance in cross-cultural project settings. Moreover, this research focuses on the perceptual and behavioural trait differences of successful and unsuccessful aid workers. With cooperation from Japan International Cooperation Agency (JICA), 244 valid responses were obtained from the aid workers (managers) through a webbased survey. As a result of statistical analysis, positive causal relationships were confirmed between perception related factors and behaviour related factors and the organisational performance variable. These results strongly suggest that aid worker¿s positive perceptions result in positive behaviour in local colleagues and subsequently higher organisational performance. In addition, it was discovered that the aid workers' positive perception/expectation about work and their local colleagues was related to higher organisational performance, whilst conversely, the negative perception on their part was generally associated with negative behaviour and lower organisational performance.Although the differences in perceptual tendencies suggested by that these findings apply to Japanese aid managers; however, as human nature is universal, positive perception and behaviour should bring out positive output in most organisations. It is recommended that there is a need for people-related and cross-cultural management skills to ensure successful future activities, and stress management competencies to maintain positive managerial perception on the part of aid workers. / Japan/World Bank Graduate Scholarship Program (JJ/WBGSP).

<p><p>Syftet med studien är att undersöka i vilken omfattning gymnasieelevers skolk är ett uttryck på brister inom skolans verksamhet. Utifrån syftet har två frågeställningar framkommit: Hur påverkar skolan som institution frekvensen av skolk? Vilket förändringsarbete bör ske inom skolan för att minska frekvensen av skolk? De perspektiv studien utgår ifrån är, kontextuellt samt ungdomskulturellt. Rapporten bygger på fem utförda fokusgruppsintervjuer med elever från årskurs två och tre på gymnasiet, samt sex enskilda semistrukturerade intervjuer med skolledning, elevhälsa och lärare. Materialet har bearbetats genom noggrann avlyssning av ljudinspelningar, med fokus på att finna likheter och olikheter i det empiriska materialet. Resultatet redovisas genom att väva samman informanters svar med relevanta begrepp och teorier, samt egna reflektioner och diskussioner. Genom en tematiserad meningskoncentrering, formuleras en komprimerad version av vad informanterna uttalat under intervjuerna. Som komplement till detta lyfts specifika uttalanden från våra informanter, genom citat som enligt oss bör belysas extra. Resultatet visar på en tydlig motsättning mellan personal och elever, där åsikter och erfarenheter kring fenomenet skolk skiljer sig åt i stor utsträckning. Materialet som helhet visar att relationen mellan elever och lärare på den aktuella skolan i dagsläget är ansträngd. Det resultat vi anser mest framträdande i vår studie, är faktumet att skolans gällande struktur och sociala miljö har en direkt inverkan på frekvensen av skolk. Det krävs en förändring inom skolan, i form av ett nytänkande, där elevens unika behov och välmående ställs i fokus.</p></p> / <p>The purpose of this study is to examine the extent to which high school students´ truancy is a manifestation of shortcomings in school activities. Based on our aim, we have arrived at two questions: How does the school, being an institution, affect the occurrence of truancy? How can changes in the way of working in schools, reduce the occurrence of truancy? The study is based on contextual, and youth culture perspectives. The report is based on five focus group interviews with students from grade two and three in Swedish upper secondary school, and six individual semi-structured interviews with the school management, student health group and teachers. The material has been processed by carefully listening to audio recordings, focusing on finding similarities and differences in the empirical material. The results have been reported by weaving answers together from the interviews with relevant concepts and theories, as well as with our own reflections and discussions. A condensed version of what the informants have expressed during the interviews is retold in themes. To complement these retells, specific quotations from the informants which are considered especially interesting have been included. The results show a clear contradiction between staff and pupils, where views and experiences surrounding the phenomenon of truancy vary greatly. The material as a whole shows that the relationship between students and teachers at this school, in the current situation, is strained. The results we consider most prominent in our study is the fact that the school's existing structure and social environment has a direct impact on the occurrence of truancy. According to us, the school needs to change; the students´ unique needs and well-being should stand in focus.</p>

Syftet med studien är att undersöka i vilken omfattning gymnasieelevers skolk är ett uttryck på brister inom skolans verksamhet. Utifrån syftet har två frågeställningar framkommit: Hur påverkar skolan som institution frekvensen av skolk? Vilket förändringsarbete bör ske inom skolan för att minska frekvensen av skolk? De perspektiv studien utgår ifrån är, kontextuellt samt ungdomskulturellt. Rapporten bygger på fem utförda fokusgruppsintervjuer med elever från årskurs två och tre på gymnasiet, samt sex enskilda semistrukturerade intervjuer med skolledning, elevhälsa och lärare. Materialet har bearbetats genom noggrann avlyssning av ljudinspelningar, med fokus på att finna likheter och olikheter i det empiriska materialet. Resultatet redovisas genom att väva samman informanters svar med relevanta begrepp och teorier, samt egna reflektioner och diskussioner. Genom en tematiserad meningskoncentrering, formuleras en komprimerad version av vad informanterna uttalat under intervjuerna. Som komplement till detta lyfts specifika uttalanden från våra informanter, genom citat som enligt oss bör belysas extra. Resultatet visar på en tydlig motsättning mellan personal och elever, där åsikter och erfarenheter kring fenomenet skolk skiljer sig åt i stor utsträckning. Materialet som helhet visar att relationen mellan elever och lärare på den aktuella skolan i dagsläget är ansträngd. Det resultat vi anser mest framträdande i vår studie, är faktumet att skolans gällande struktur och sociala miljö har en direkt inverkan på frekvensen av skolk. Det krävs en förändring inom skolan, i form av ett nytänkande, där elevens unika behov och välmående ställs i fokus. / The purpose of this study is to examine the extent to which high school students´ truancy is a manifestation of shortcomings in school activities. Based on our aim, we have arrived at two questions: How does the school, being an institution, affect the occurrence of truancy? How can changes in the way of working in schools, reduce the occurrence of truancy? The study is based on contextual, and youth culture perspectives. The report is based on five focus group interviews with students from grade two and three in Swedish upper secondary school, and six individual semi-structured interviews with the school management, student health group and teachers. The material has been processed by carefully listening to audio recordings, focusing on finding similarities and differences in the empirical material. The results have been reported by weaving answers together from the interviews with relevant concepts and theories, as well as with our own reflections and discussions. A condensed version of what the informants have expressed during the interviews is retold in themes. To complement these retells, specific quotations from the informants which are considered especially interesting have been included. The results show a clear contradiction between staff and pupils, where views and experiences surrounding the phenomenon of truancy vary greatly. The material as a whole shows that the relationship between students and teachers at this school, in the current situation, is strained. The results we consider most prominent in our study is the fact that the school's existing structure and social environment has a direct impact on the occurrence of truancy. According to us, the school needs to change; the students´ unique needs and well-being should stand in focus.