The influence of physical attractiveness on teachers' evaluations of student problem behavior
Rodemaker, Jennifer E.
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The present study examined the influence of student physical attractiveness on the evaluations and attributions made by teachers for different types of student problem behavior. Education majors at Northern Illinois University were presented with information about a hypothetical fourth-grade student. Potential teachers' attributions for student academic and behavior problems were assessed according to the following attributional dimensions: locus of control, stability, and controllability. Additionally, the impact of student physical attractiveness on teachers' attributions, judgments of student academic potential, and evaluations of student misbehavior were assessed. Results did not support student physical attractiveness as having a significant influence on teachers' judgments. However, both student gender and type of problem behavior impacted teachers' evaluations. Overall, potential teachers appeared to make the most negative evaluations of male students with externalizing behavior problems. It was concluded that teachers' evaluations of student behavior are influenced by many student and teacher characteristics, of which student gender and type of problem behavior are only two.