Expectativas del profesor y rendimiento académico: una revisión sistemática con síntesis narrativa
Palabras clave:
expectativas del profesor, efecto Pigmalión, rendimiento académico, revisión sistemática, síntesis narrativaResumen
La hipótesis del efecto Pigmalión sostiene que las expectativas del profesor sobre el desempeño de un estudiante inciden en su rendimiento posterior. Cinco décadas después de su formulación, la evidencia se acumuló en contextos y niveles educativos muy distintos entre sí, sin una síntesis reciente que la integre con atención a América Latina. Esta revisión examinó en qué medida las expectativas del profesor se asocian con el rendimiento académico de estudiantes de educación básica y superior. Se ejecutaron búsquedas en dos bases académicas hasta agosto de 2026, en español, inglés y portugués, para el periodo 2015 a 2025. Se incluyeron estudios cuantitativos y mixtos que midieran la expectativa del profesor con instrumentos validados y el rendimiento académico real del estudiante. La calidad metodológica se evaluó con herramientas específicas según el diseño, y la heterogeneidad de los instrumentos aconsejó una síntesis narrativa en lugar de una combinación estadística. De 144 registros identificados, 23 estudios cumplieron los criterios. Veintidós reportaron una asociación positiva en todos los niveles educativos examinados, mediada por el autoconcepto, la motivación de logro y la calidad de la relación docente-estudiante. Solo dos estudios procedían de América Latina, vacío que define una agenda de investigación para la región.
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