The Impact of Teachers’ Physical Attractiveness and Teaching Quality on Students’ Learning Motivation , Learning Satisfaction and Positive Word of Mouth

• Main Authors: Cho,Hsin-Jen, 卓欣蓉
• Other Authors: Wu,Heng-Hui
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/43665978603570114311

碩士 === 靜宜大學 === 管理碩士在職專班 === 99 === Most of the studies in the past showed that teaching quality had a positive influence on learning satisfaction. Also, some studies implied that teachers’ physical attraction had a great influence on learning satisfaction. However, few studies explored that learning motivation correlates closely with both teaching quality and teachers’ physical attraction at the same time. Thinking about the direct impact of teachers’ appearance attraction and teaching quality on students in a real teaching situation, I want to discuss how the two points affect students’ learning motivation in the study. In the meanwhile, the influence upon learning satisfaction and affirmative word of mouth is also examined. The experimental design, 2 (Physical Attractiveness: height and moderation) ×2(Teaching Quality: high and average) factorial analysis, is adopted in the study. In a familiar learning situation, 118 effective samples of junior high school students and 129 effective samples of college students are collected. The data are analyzed by MANCOVA and the conclusions are as follows: 1. Teachers’ appearance attraction does not reach the significant level in learning motivation, learning satisfaction and word of mouth. 2. Teaching quality has a great positive effect on learning motivation, learning satisfaction and word of mouth. 3. Both teachers’ physical attraction and teaching quality do not correlate closely with learning motivation, learning satisfaction and word of mouth. 4. Compared with junior high school students, college students are affected more by teachers’ physical attraction. For them, the higher teachers’ physical attraction, the more word of mouth.