Abstract

This research was to determine whether high expectations by the trainee of the trainer (the reverse Pygmalion effect) and of themselves (self-efficacy) would have an impact on learning outcomes and satisfaction with the trainer.

Specifically, the study hypothesized that by manipulating self-efficacy and expectations of trainer competence, the interaction would result in the trainees actually learning significantly more and express more satisfaction with the trainer.

Previous research indicated that each of these manipulations independently result in a positive impact on satisfaction and learning.

The ANOVA for perceived instructor characteristics indicated significant interaction. The hypothesis was not supported, however, because the results were opposite to expectations. Although learning occurred in all four experimental groups, the expected differences in learning was not found across groups.

Despite the lack of support, the study provides recommendations for further research using different settings to fully determine the meaningfulness and application of the interaction studied here.