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BACKGROUND: Although limited in predictive accuracy, polygenic scores (PGS) for educational outcomes are currently available to the public via direct-to-consumer genetic testing companies. Further, there is a growing movement to apply PGS in educational settings via 'precision education.' Prior scholarship highlights the potentially negative impacts of such applications, as disappointing results may give rise a "polygenic Pygmalion effect." In this paper two studies were conducted to identify factors that may mitigate or exacerbate negative impacts of PGS. METHODS: Two studies were conducted. In each, 1188 students were randomized to one of four conditions: Low-percentile polygenic score for educational attainment (EA-PGS), Low EA-PGS + Mitigating information, Low EA-PGS + Exacerbating information, or Control. Regression analyses were used to examine differences between conditions. RESULTS: In Study 1, participants randomized to Control reported significantly higher on the Rosenberg Self-Esteem Scale (RSES), Competence Scale (CS), Academic Efficacy Scale (AES) and Educational Potential Scale (EPS). CS was significantly higher in the Low EA-PGS + Mitigating information condition. CS and AES were significantly lower in the Low EA-PGS + Exacerbating information condition compared to the Low EA-PGS + Mitigating information condition. In Study 2, participants randomized to Control reported significantly higher CS and AES. Pairwise comparisons did not show significant differences in CS and AES. Follow-up pairwise comparisons using Tukey P-value correction did not find significant associations between non-control conditions. CONCLUSION: These studies replicated the polygenic Pygmalion effect yet were insufficiently powered to detect significant effects of mitigating contextual information. Regardless of contextual information, disappointing EA-PGS results were significantly associated with lower assessments of self-esteem, competence, academic efficacy, and educational potential.

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This study investigates the interplay among proactive personality, leader creativity expectations, and role clarity in stimulating employee creativity based on the theoretical frameworks of role theory. Questionnaires were distributed to obtain 290 leader-employee dyads from China to examine hypotheses via conditional process analysis. The results show that proactive personality has a positive effect on employee creativity, leader creativity expectations did not play a significant moderating role on the relationship between proactive personality and employee creativity. The interaction between leader creativity expectations and role clarity has a significant moderating effect on the relationship between proactive personality and employee creativity. These findings are discussed in terms of their theoretical and practical significance.

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PURPOSE: 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.

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Positive education is seen as a transformative methodological approach capable of improving the act of teaching and learning and, above all, essential for the development of students' personal skills and competences. However, few studies have been carried out on this topic in the field of adult and continuing education; instead, they have been published mainly in the field of formal education and at school age. This study works with a sample of 399 people over 16 years of age and students of the Universidad Popular de Dos Hermanas in order to show the relationship between the Pygmalion effect and learned helplessness in the process of acquiring knowledge in adulthood. In this way, three tools were used: one questionnaire that showed the teachers' perceptions of the students' qualities and behaviour and two that provided information on self-concept, self-esteem, personal and social skills and other variables directly related to emotional intelligence and positive education. It shows how exposure to negative operational constraints hinders the psychosocial and socio-educational development of learners in all possible ways, while, on the other hand, it indicates the importance of positive education to compensate for this phenomenon by enhancing the development and growth of those who study and participate in non-formal education through positive reinforcement. Likewise, the factorial interrelation of both positive and negative conditioning factors and their incidence on learning is shown; the importance of neutralising the negative components and strengthening the positive reinforcement and the role played by the community and education professionals as catalysts and behavioural modulators at any stage of learning and age group for the achievement of the objectives of the student and of education itself in a broad sense.

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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.

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Previous research has demonstrated that one person's expectations can influence the behavior of another person, thereby creating a self-fulfilling prophecy. This study examined the effects of ability-based expectations in an experiment in which some participants ("coaches") were assigned false expectations of the basketball free-throw shooting ability of other participants ("players"). Coaches allocated more opportunities to players for whom the false expectation was positive, and fewer shots to players for whom the false expectation was negative. In turn, players who were allocated more shots made a higher percentage of them, thereby confirming their coaches' expectations about their shooting ability, and were more confident in their shooting ability following the task, than players who were allocated fewer shots.

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After starting with a brief historical account of the placebo effect organized around the elaboration of clinical trials and around sham therapy as a method, we will offer a psychosocial point of view on the placebo phenomenon. The placebo effect is at the heart of medicine and particularly of therapeutic trials from theoretical research on a drug to its acceptance and its use in every-day clinical practice. The placebo effect intermingles biology, relationships and the context of therapeutic interactions. This type of phenomenon originates as much from biology as from human psychology. Our article puts more precisely into question the part that psychology has in the placebo phenomenon and suggests a chart to address it. This chart refers both to the pharmacodynamic effect given to drugs in a subjective way, and to the collective representations and social interactions depending on them. What can we say about the psychosociological dimensions of the placebo effect? How is it possible to organize the scope of these dimensions to base systematic studies on them in the field of clinical trials? We try to give elements of response to these questions by suggesting the study of the placebo effect as an original field of study by necessarily mobilizing both health sciences and the human and social sciences.

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This article reviews the psychosocial variables, which are of interest in the relationship between the patient and the physician. According to a classical model of social psychology, such a relationship might contribute to the placebo/nocebo effects. We develop herein various relational and contextual variables, taking into account four dimensions (intra-individual, interpersonal, positional and ideological) and their potential effects on therapeutic responses. This applies both in the setting of daily clinical practice and of clinical trials. The placebo effect offers an opportunity for collaboration and dialogue between social scientists and physicians.

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The study was designed to examine how active and former athletes across a different sports level perceived coaching behavior. Eighty competitive athletes (44 males and 36 females; 21.89 ± 1.48 years of age; 8.35 ± 3.65 years of competitive experience) from the University School of Physical Education in Cracow, Poland, participated in the study. They represented both individual (n = 50) and team sports (n = 30). Seventeen participants were internationally renowned and 63 were recognized for competitive excellence at a national level. The participants responded to a demographic survey and the Coaches' Behaviors Survey. The qualitative analysis procedures were employed to extract themes from open-ended questions. It was confirmed that coaches who perceived their athletes as more skilled, also treated them differently. Female athletes as compared with male athletes, more frequently pointed at the leniency in coach's behavior towards highly skilled athletes, and perceived it as a factor inhibiting athletic development. Additionally, women often found individualization of the training process as a behavior reinforcing development. Less accomplished athletes more often pointed out to "a post-training session interest in the athlete" as directed only towards more accomplished counterparts; however, they indicated "leniency and favoring" less often than the athletes with international achievements. They also listed "excessive criticism" as a type of behavior hindering development, but they indicated coaches' "authoritarianism and distance" less frequently than the more accomplished counterparts. The study added data to the discussion of the Pygmalion effect and the phenomenon of the self-fulfilling prophecy both in general (Rosenthal and Jacobson, 1968; Harris and Rosenthal, 1985; Jussim, 1989) and sport psychology (Harris and Rosenthal, 1985; Horn et al., 1998; Solomon and Kosmitzki, 1996; Solomon et al., 1998; Solomon, 2001).