ERIC Number: ED430696
Record Type: Non-Journal
Publication Date: 1999-Apr
Reference Count: N/A
The Effects of Social Behavior on Fourth and Fifth Grade Girls' Perceptions of Physically Attractive and Unattractive Peers.
Duncan-Bazil, Lisa; Foster, Sharon L.
Despite abundant research relating physical attractiveness and social skill, no studies have systematically assessed the influence of social behavior on perceived attractiveness. This study experimentally investigated how exposure to positive, negative, and neutral childhood behaviors influences ratings of physical attractiveness and other social judgments known to co-exist within the attractiveness stereotype. The study further examined whether social behavior might moderate the effects of attractive or unattractive appearance over time. Participating were 111 Caucasian and 64 Non-Caucasian fourth- and fifth-grade girls, randomly assigned to rate the attractiveness, intelligence, popularity, and likability of either a facially attractive or an unattractive stimulus girl shown in a video still photograph. Participants were then randomly assigned to view the same stimulus girl in a series of 10 videotaped vignettes in which she interacted with a peer in either a positive, negative, or neutral manner. After viewing the videos, subjects completed the rating a second time. The results indicated that attractiveness was highly correlated with judgments of intelligence, popularity, and likability based on photographs prior to exposure to behavior, with correlations ranging from .59 to .77. Further, behavior was a strongly moderating factor in peer judgments. Positive behavior increased and negative behavior decreased ratings of attractiveness and other social judgments regardless of the attractiveness level of the stimulus girl. Neutral behavior frequently had a positive effect on attractiveness ratings and social judgments for the unattractive stimulus girl. (Contains 11 references.) (Author/KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A