Effects of Age, Sex, and Physical Attractiveness on Child-Peer Relations, Academic Performance, and Elementary School Adjustment.
Effects of Age, Sex, and Physical Attractiveness on Child-Peer Relations, Academic Performance, and Elementary School Adjustment.
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年龄、性别和身体吸引力对儿童同伴关系、学业成绩和小学适应的影响。
DOI：
10.1037/0012-1649.13.6.585
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发表时间：
1977
影响因子：
4
通讯作者：
J. Lerner
中科院分区：
文献类型：
--
作者：
R. Lerner;J. Lerner
评估了年龄、性别和身体吸引力对四年级（n = 56，61% 男性）和六年级（« = 48，50% 男性）儿童（94% 白人）实际和感知的社会、个人和学业发展的影响。 97 名成年人观看了受试者标准姿势的照片，对受试者的外表吸引力进行了评价。教师对科目的学术能力和调整进行评分。实际的学业成绩以平均绩点来衡量。实际的调整是通过加州人格测试的各个部分来衡量的。积极和消极的同伴关系分数来自于同伴提名。结果发现，外表吸引力与积极的同伴关系、教师对学术能力的评价和适应能力呈正相关，与消极的同伴关系呈负相关。人们发现了外表吸引力、平均绩点和实际调整之间关系的证据。未获得性别或成绩影响。讨论了有机体发展概念，具体说明了儿童的身体特征如何为其自身发展提供基础。
Effects of age, sex, and physical attractivenss for fourth- (n =56, 61% male) and sixth-grade (« =48, 50% male) children's (94% white) actual and perceived social, personal, and academic development were assessed. Subjects physical attractiveness was rated by 97 adults who viewed standardly posed photographs of them. Teachers rated subjects for academic ability and adjustment. Actual academic performance was indexed by grade point averages. Actual adjustment was measured through subsections of the California Test of Personality. Positive and negative peer relations scores were derived from peer nominations. Results were that physical attractiveness was positively related to positive peer relations, teachers' appraisals of academic ability and adjustment, and was negatively related to negative peer relations. Evidence was found for relations among physical attractiveness, grade point average, and actual adjustment. No sex or grade effects obtained. Organismic developmental notions, specifying how a child's physical attributes provide a basis of his own development, were discussed.