Abstract
Male and female adolescents who differed in physical attractiveness (PA) were also expected to differ in peer and parent relations, classroom behaviors, and self-perceptions, with adolescents higher in PA expected to score more favorably than those lower in PA. To test these expectations, sixth graders from the Pennsylvania Early Adolescent Transitions Study were longitudinally assessed at the beginning, middle, and end of sixth grade. Across time, adolescents who saw themselves as competent were rated similarly by their teachers and had better peer and parent relations than was the case with the adolescents who saw themselves as less competent. As expected, PA was associated with these differences. Within and across time, adolescents higher in PA tended to have more favorable ratings than did adolescents lower in PA. The stimulus information value of PA for cuing a stereotype regarding attractiveness is discussed.
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