Effects of graduate teaching assistant attire on student learning, misbehaviors, and ratings of instruction

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Abstract

This study examined the influence of teaching assistant attire in the university classroom. Significant relationships were found between instructor attire and student cognitive learning, affective learning, and ratings of instruction. Analysis of variance indicated significant differences in these variables by levels of teaching assistant dress. Significant negative relationship was found between instructor attire and student likelihood of misbehavior. Analysis of variance revealed that student misbehaviors were less likely for teaching assistants with high professional dress.

Original languageEnglish
Pages (from-to)125-141
Number of pages17
JournalCommunication Quarterly
Volume45
Issue number3
DOIs
StatePublished - Jun 1997

Keywords

  • Attire
  • Dress
  • Graduate teaching assistants
  • Nonverbal communication
  • Student learning
  • Student misbehaviors
  • Student ratings of instruction

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