Effects of student physical attractiveness

Abstract

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

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“…Another example is Great Britain where a College of Education, in cooperation with British universities, has developed "Framework of professional standards of United Kingdom for teaching and support for learning in higher education" which "nurtures creative and innovative approaches to teaching and learning" (Ćirić, 2018). Krnjajić (2007) believes that the main goal of exploring the teacher's influence on students is to gain deeper understanding of teacher-student interaction. The teacher's support, their perception of interpersonal connectedness, and favouring cooperative forms of learning are important factors which influence learning and prosocial outcomes.…”

“…The teacher's support, their perception of interpersonal connectedness, and favouring cooperative forms of learning are important factors which influence learning and prosocial outcomes. The results of several researches show that a high level of connectedness between high academic achievement, high educational expectations and class climate depends on the teacher's encouragement and support (Wang, Haertel, Walberg, 1990, in Krnjajić, 2007. The teacher's profession is very complex and demanding.…”