Instructor Dress Influencing Student Behaviors
The Problem & Rationale
Prior research has focused on instructor dress influencing student behaviors (Chatelain, 2015; Lavin, Davies, & Carr, 2010) and as a result of this can influence the student perception of the instructor's ability. Clothing can have a major impact on one's perception of another and can signal the wrong information (Chatelain, 2015; Dunbar & Segrin, 2012; Hannover & Kühnen, 2006; Naylor, 2007; Peluchette, Karl, & Rust, 2006; Roach, 1997). The studies on clothing, likeability, approachability, credibility, and immediacy sited in the literature review does not give clear evidence that perceptions of others can be influenced by an individuals dress. Most studies dependent upon where their study lies states that there is no significance. Students need to know that the instructor ability for teaching the class is credible and the instructor is knowledgeable. When this is not present student behaviors can elicit problems for the instructor.
Prior research has focused on instructor dress influencing student behaviors (Chatelain, 2015; Lavin, Davies, & Carr, 2010) and as a result of this can influence the student perception of the instructor's ability. Clothing can have a major impact on one's perception of another and can signal the wrong information (Chatelain, 2015; Dunbar & Segrin, 2012; Hannover & Kühnen, 2006; Naylor, 2007; Peluchette, Karl, & Rust, 2006; Roach, 1997). The studies on clothing, likeability, approachability, credibility, and immediacy sited in the literature review does not give clear evidence that perceptions of others can be influenced by an individuals dress. Most studies dependent upon where their study lies states that there is no significance. Students need to know that the instructor ability for teaching the class is credible and the instructor is knowledgeable. When this is not present student behaviors can elicit problems for the instructor.
The Results & Discussion
This study was designed to test hypotheses that predicted instructors dressed formal, informal, or casual will influence student behavior, and the instructor dressing formal, informal, casual will influence student perceptions of the instructor’s ability. Neither hypotheses were supported. The results were not significant. However, this study showed some indications of student perceptions on instructor abilities and student behaviors when instructor dresses casual.
Contrary to what other researchers have found citing that
instructors attire does influence student behavior, this study showed there is
no significance and the hypotheses was not supported. However, the findings did
indicate that students’ behavior is higher when an instructor is dressed
casually (casual M=21.33, SD=8.44; formal M=17.56, SD=6.13; informal M=15.55,
SD=3.67). The
behaviors students elicit are the result of their own actions, such as not
attending class, paying more attention in class, or even participating in
class.
The hypotheses for instructor dressing formal, informal, or casual will influence
student perceptions of the instructor’s ability was not supported by this
research and showed there was no significance. As stated earlier these
researchers (Carr, Davies, & Lavin, 2010; Gorham, Cohen, &
Morris, 1999; Mosca & Buzza, 2013) in their study has shown there is no
significance of instructor attire influencing student perception on instructor
ability. Their claim did not support the literature review and raises concerns
about other research studies. However, this study indicated that when an
instructor is dressed formal the student perception of the instructor ability
increased (formal M=14.44, SD=7.33;
informal M=13.36, SD=2.46; casual M=12.00, SD=.00). Therefore, decreasing student behavior.
References
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Dunbar, N.E.,
& Segrin, C. (2012). Clothing and Teacher Credibility: An Application of
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(1997). Effects of Graduate Teaching Assistant Attire on Student Learning,
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