First impressions of classmates.

Jacobson, W. E.

doi:10.1037/h0057800

Cited by 5 publications

(5 citation statements)

References 8 publications

(9 reference statements)

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“…A related set of cues are communication cues, which reflect the degree of involvement early in social interactions via verbal and nonverbal displays (Edinger & Patterson, 1983). Studies examining communication cues have included facial expressions (e.g., eye gaze, smiling), hand gestures (e.g., handshake, gesticulation, fidgeting), body positioning and movement (e.g., posture, nodding one’s head), and paralinguistic cues (e.g., voice volume, pitch; Curhan & Pentland, 2007; Gerpott et al, 2018; Gifford et al, 1985; Jacobson, 1945; Jiang et al, 2019; Stewart et al, 2008; Swider et al, 2016). First impression effects driven by these two types of cues are typically hypothesized to affect perceivers’ relatively immediate inferences (e.g., trait inferences, likeability) and short-term outcomes (e.g., interview scores, time reviewing recruiting materials, negotiated compensation) more so than long-term outcomes.…”

Section: Toward An Integrative Fundamental Elements Frameworkmentioning

confidence: 99%

“…A substantive body of organizational psychology research indicates that first impressions also matter in work contexts. Whereas early studies explored basic questions such as which characteristics produced more or less favorable impressions and their impact on job offers (Jacobson, 1945), inquiries have since expanded to include an impressive breadth of topics, such as recruitment and hiring decisions (e.g., Barrick et al, 2010; Dougherty et al, 1994), performance evaluations (e.g., Heslin et al, 2005; Latham et al, 1975), and employees’ commitment and withdrawal (e.g., Kammeyer-Mueller et al, 2013; Song et al, 2017), among many others. Importantly, research suggests that first impressions at work not only impact immediate judgments and behavioral responses but can also have profound, long-term impacts on individuals and their careers (e.g., Shah et al, 2014).…”

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confidence: 99%

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First impression effects in organizational psychology.

Swider¹,

Harris²,

Gong³

2022

Journal of Applied Psychology

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The study of first impressions, which consistently demonstrate meaningful and surprisingly durable impacts on attitudes, behaviors, and cognitions, is pervasive across psychological disciplines. In this integrative conceptual review, we focus on first impressions within the organizational psychology literature, which have been explored across an impressive variety of topical domains (e.g., selection, socialization, leader-subordinate relationships, job performance, and teams) though largely in fragmented ways. Our review attempts to resolve major differences in how researchers have approached first impression effects to build consensus on what first impression effects are, how they occur, and how long they take to develop. In synthesizing this seemingly disparate body of research, we develop an integrative framework of first impression effects comprising four fundamental elements-cues, motives, processes, and outcomes-that must be considered both individually and collectively to understand first impression effects in organizational settings in their entirety. Using this framework, we take stock of the existing literature and identify important through lines, including the focus on displayer-or perceiver-centric effects and whether first impression effects are presumed to be biased or valid. Our fundamental elements framework can be used to systematically catalog and reconcile prior work, as well as develop stronger, more theoretically cohesive studies in the future. We outline major implications for theory and practice on first impressions in the workplace.

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Section: Toward An Integrative Fundamental Elements Frameworkmentioning

confidence: 99%

mentioning

confidence: 99%

First impression effects in organizational psychology.

Swider¹,

Harris²,

Gong³

2022

Journal of Applied Psychology

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“…The importance of clothing in the formation of first impressions was established in benchmark studies by Jacobson (1945), Hoult (1954), and Douty (1963). The Connor, Peters, and Nagasawa study (1975) reiterated this importance, and several additional authors have implied it in their reports (Buckley and Roach, 1974;Smucker and Creekmore, 1972;Reed, 1975, andAtkins, 1975).…”

Section: Importance Of the Problemmentioning

confidence: 99%

Career Appearance Education for Women Who Aspired To White‐Collar Positions

Kelley

Anselmo²

1977

Home Economics Research Journal

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This study was designed to develop a Career Appearance Education unit and to pilot test its effectiveness in business college classes. The unit, designed for black women and white women from working class families, included specially designed slide visuals, lectures, activities, and student manuals. The experimental (n=37) and control (n=20) groups took pretests and posttests, but only the experimental group received career appearance instruction. Black women and white women were included in both treatment groups. A least squares analysis of variance model with a split plot arrangement of three factors—treatment, ethnicity, and tests—was used to determine significant differences in total test scores and in scores in six conceptual categories: First Impressions; Work Roles; Total Look; Clothing Features of Fit, Design Line, and Color; Grooming; and Preparations for Interview and Daily Work. This model enabled a consideration of between‐group and within‐group differences. Significant differences in career appearance knowledge at two levels—total scores and selected category scores—appeared for the main effects of ethnic groups, treatment groups, and test administrations and in the interactions of ethnicity by tests and treatments by tests. The experimental group began with higher scores and also achieved greater gains in knowledge between tests than did the control group. White women in both treatment groups exhibited more knowledge on pretest and posttest, but black women had greater improvement ranges between tests.

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“…He found considerable agreement on judgments in both classes which he interpreted in terms of the tendency for a person's social stimulus value to be consistent. Jacobson (61) divided a freshman class of 285 women into eleven groups and had each member evaluate her group mates on appearance and behavior. She analyzed 9076 responses into forty-nine subtopics and classified these into five categories.…”

Section: Ratings Of Social and Personal Factorsmentioning

confidence: 99%

Chapter V: Observational Methods of Research

Sells¹

1948

Review of Educational Research

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First impressions of classmates.

Cited by 5 publications

References 8 publications

First impression effects in organizational psychology.

First impression effects in organizational psychology.

Career Appearance Education for Women Who Aspired To White‐Collar Positions

Chapter V: Observational Methods of Research

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