ABSTRACT

The goal of the two studies reported here was to examine the contribution of adolescents’ attachment orientations (anxiety, avoidance) and their perception of teacher’s responsiveness to persistence in academic tasks. In Study 1 (N = 160), we assessed self-reports of persistence in schoolwork. In Study 2 (N = 240), we manipulated the symbolic presence of participants’ teacher (teacher priming) and assessed their actual persistence in a cognitive task. Across the two studies, attachment anxiety was associated with decreased persistence, and the perception of teacher as a responsive figure contributed to heightened persistence and buffered the detrimental effects of attachment anxiety. Study 2’s findings also showed that the beneficial effects of perceived teacher’s responsiveness on actual task persistence were found only when the teacher was made contextually salient but not when the teacher was not salient. We discussed the dispositional and contextual sources of attachment security that contribute to task persistence.

摘要

这里报告的两项研究的目的是检查青少年依恋取向（焦虑、回避）的贡献以及他们对教师对坚持学业任务的反应的看法。在研究 1 ( N = 160) 中，我们评估了坚持学业的自我报告。在研究 2 ( N = 240) 中，我们操纵了参与者老师的象征性存在（老师启动) 并评估他们在认知任务中的实际持久性。在这两项研究中，依恋焦虑与持久性降低有关，而将教师视为敏感人物的看法有助于增强持久性并缓冲依恋焦虑的不利影响。研究 2 的发现还表明，感知教师的反应对实际任务持久性的有益影响只有在教师被置于情境突出时才被发现，而在教师不突出时则不然。我们讨论了有助于任务持久性的依恋安全性的倾向性和上下文来源。