▁Bab ad , ▁In bar , ▁and ▁Ros ent hal ▁because ▁it ▁" re present [ s ] ▁the ▁concerns ▁of ▁social ▁scient ists ▁and ▁educ ators , ▁which ▁are ▁focused ▁on ▁the ▁negative ▁effects ▁of ▁self - ful fill ing ▁prop he cies ". ▁ ▁The ▁effect ▁The ▁G ole m ▁effect ▁has ▁very ▁similar ▁underlying ▁principles ▁to ▁its ▁theoretical ▁counter part , ▁the ▁P yg mal ion ▁effect . ▁Robert ▁Ros ent hal ▁and ▁Len ore ▁Jacob son ' s ▁P yg mal ion ▁in ▁the ▁Class room ▁and ▁further ▁experiments ▁have ▁shown ▁that ▁expect ations ▁of ▁super vis ors ▁or ▁teachers ▁affect ▁the ▁performance ▁of ▁their ▁sub ordinates ▁or ▁students . ▁ ▁The ▁most ▁thoroughly ▁studied ▁situations ▁of ▁this ▁effect ▁are ▁class rooms . ▁ ▁When ▁arbitr arily ▁informed ▁that ▁a ▁particular ▁student ▁is ▁" br ight " ▁or ▁" d ull ", ▁not ▁only ▁will ▁the ▁super visor ' s ▁behavior ▁change ▁to ▁favor ▁the ▁" br ight " ▁students ▁( as ▁indicated ▁by ▁more ▁pra ise ▁or ▁attention ), ▁the ▁students ▁themselves ▁will ▁exhib it ▁behav iors ▁in ▁line ▁with ▁their ▁labels ▁( such ▁as ▁the ▁" br ight " ▁students ▁lean ing ▁more ▁forward ▁in ▁their ▁ch airs ▁relative ▁to ▁the ▁" d ull " ▁students ). ▁While ▁the ▁P yg mal ion ▁effect ▁and ▁the ▁majority ▁of ▁studies ▁focus ▁on ▁the ▁positive ▁side ▁of ▁this ▁phenomen on , ▁the ▁G ole m ▁effect ▁is ▁the ▁negative ▁cor ollary . ▁ ▁Super vis ors ▁with ▁negative ▁expect