Dressed to Present: Ratings of Classroom Presentations Vary with Attire

Autor/inn/en	Gurung, Regan A. R.; Kempen, Laura; Klemm, Kayla; Senn, Rebecca; Wysocki, Rosie
Titel	Dressed to Present: Ratings of Classroom Presentations Vary with Attire
Quelle	In: Teaching of Psychology, 41 (2014) 4, S.349-353 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628314549710
Schlagwörter	Clothing; Females; Student Attitudes; Health; Psychology; Business; Student Evaluation; Teaching Methods; Speeches; Undergraduate Students + Suchen Sie Ihr Suchwort? Kleidung; Weibliches Geschlecht; Schülerverhalten; Gesundheit; Psychologie; Business studies; Wirtschaft; Betriebswirtschaft; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigates the effects of formality of dress on ratings of classroom presentations. Participants (N = 65, 66% women) from a Midwestern university in the United States rated three female students giving a presentation designed for a health psychology class in one of four outfits: casual, party, business casual, or business formal. Participants rated the business formal-dressed presenters higher than both casual and party-dressed presenters on overall presentation quality but not higher than business casual-dressed participants. Our results provide strong empirical evidence that dressing formally not only influences presentation scores but also suggest that students do not completely recognize how clothing differs in appropriateness for presentations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10