Physical attractiveness, perceived attitude similarity, and academic achievement as contributors to interpersonal attraction among adolescents.

1973 ◽  
Vol 9 (1) ◽  
pp. 44-54 ◽  
Author(s):  
Norman Cavior ◽  
Paul R. Dokecki
Keyword(s):  
Academic Achievement ◽  
Physical Attractiveness ◽  
Interpersonal Attraction ◽  
Attitude Similarity

Effects of physical attractiveness, attitude similarity, and sex on various aspects of interpersonal attraction.

1971 ◽  
Vol 18 (1) ◽  
pp. 79-91 ◽  
Author(s):  
Wolfgang Stroebe ◽  
Chester A. Insko ◽  
Vaida D. Thompson ◽  
Bruce D. Layton
Keyword(s):  
Physical Attractiveness ◽  
Interpersonal Attraction ◽  
Attitude Similarity

PHYSICAL ATTRACTIVENESS, ATTITUDE SIMILARITY, AND LENGTH OF ACQUAINTANCE AS CONTRIBUTORS TO INTERPERSONAL ATTRACTION AMONG ADOLESCENTS

1975 ◽  
Vol 3 (2) ◽  
pp. 133-142 ◽  
Author(s):  
Norman Cavior ◽  
Karen Miller ◽  
Stanley H. Cohen
Keyword(s):  
Physical Attractiveness ◽  
Interpersonal Attraction ◽  
Attitude Similarity ◽  
Naturalistic Study ◽  
Regression Analyses ◽  
Laboratory Studies ◽  
Grade Levels ◽  
Twelfth Grade ◽  
Males And Females

Tenth and twelfth grade males and females who knew each other judged, within grade levels, their classmates on physical attractiveness (PA), perceived attitude similarity (PAS), and interpersonal attraction (IA). In addition, a measure of actual attitude similarity (AAS) was computed for each pair of subjects. Regression analyses supported the hypotheses that PA and PAS are positively correlated. Little support was found for the hypothesis that AAS and PAS are correlated. The results of the present naturalistic study also conflict with results obtained in laboratory studies which have found AAS to be correlated with IA.

scholarly journals Effects of student physical attractiveness

2005 ◽  
Vol 37 (1) ◽  
pp. 148-174 ◽  
Author(s):  
Stevan Krnjajic
Keyword(s):  
Academic Achievement ◽  
Physical Attractiveness ◽  
Peer Acceptance ◽  
Interpersonal Perception ◽  
Social Stereotypes ◽  
First Impression ◽  
Teachers And Students ◽  
Implicit Personality ◽  
Personality Theories ◽  
Physically Attractive

Implicit personality theories suggest that people draw conclusions about other persons by using a relatively small number of visible features. The formation of "the first impression" is influenced by the factors, such as sex, age, appearances, race or nationality. Frequently, conclusions based on those factors lead to developing social stereotypes. Attractiveness is a good example of "the first impression" effect, because physical attractiveness entails the creation of impression about another person along a relatively great number of dimensions. Experimental paradigm, introduced in the sphere of interpersonal perception around the mid-20th century, led to a relatively great number of studies on stereotype based on physical attractiveness. One of the most often quoted conclusions of studies on physical attractiveness is summarized by the idiom "what is beautiful is good". For example, socially desirable personality traits (responsibility kindness, energy quality, modesty), more successful private and professional life, are all attributed to physically attractive persons. In addition physical attractiveness is coupled with positive expectations, peer acceptance, academic achievement etc. On the basis of studies on the "what is beautiful is good" stereotype, we have situated our analysis within the domain of roles regulating social interaction between teachers and students i.e. effects of physical attractiveness on teacher expectations, peer acceptance and academic achievement.

Effects of Body Position and Attitude Similarity on Interpersonal Attraction and Opinion Change

1978 ◽  
Vol 42 (1) ◽  
pp. 127-138 ◽  
Author(s):  
Hugh McGinley ◽  
Karen Nicholas ◽  
Patsy McGinley
Keyword(s):  
Interpersonal Attraction ◽  
Body Position ◽  
Experimental Manipulation ◽  
Attitude Similarity ◽  
Opinion Change ◽  
Positive Evaluation

Addressees, who were similar or dissimilar in attitude to a communicator, viewed slides of the communicator which showed her displaying either open or closed body positions. Addressees who were similar in attitude to the communicator evaluated her more positively than addressees who were dissimilar to her. Given attitude similarity between addressees and the communicator, addressees evaluated the communicator more positively when she displayed open body positions than when she displayed closed body positions. In general addressees' opinion changes were directly related to their positive evaluation of the communicator but in some cases the addressees' awareness of the experimental manipulation altered the effect on opinion.

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