The attachment-based perspective on teacher-student relationships assumes that teachers internalize experiences with specific students into mental representations of dyadic relationships. Once activated, mental representations are believed to influence teachers’ affective and cognitive social information processing. Two priming experiments with 57 elementary school teachers were conducted to test these assumptions. To activate teachers’ mental representations of dyadic relationships, teachers were primed with photographs of students with whom they have a positive and negative relationship (two experimental conditions) as well as with photographs of students with whom they have a distant relationship and unknown students (two control conditions). Teachers’ responses in two different experiments –an emotion categorization task and a vignette task –were analyzed to measure differences between conditions. Mixed evidence was found for the idea that teachers’ mental representations of dyadic relationships impact their affective and cognitive information processing.

中文翻译：

---

教师与学生二元关系心理表征的实证证据：两个启动实验

关于师生关系的基于依恋的观点假设教师将与特定学生的经历内化为二元关系的心理表征。一旦激活，心理表征被认为会影响教师的情感和认知社会信息处理。对 57 名小学教师进行了两次启动实验来检验这些假设。为了激活教师对二元关系的心理表征，教师首先准备了与他们有积极和消极关系的学生的照片（两个实验条件）以及与他们有疏远关系的学生和不认识的学生的照片（两个控制条件）。对教师在两个不同实验中的反应——情绪分类任务和小插图任务——进行了分析，以衡量条件之间的差异。对于教师对二元关系的心理表征影响他们的情感和认知信息处理的观点，发现了混合证据。