Attachment and task persistence: attachment orientations, perception of teacher's responsiveness, and adolescents' persistence in academic tasks.
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 St...
| Publicado en: | Attachment & Human Development Vol. 23; no. 5; pp. 665 - 687 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Oct 2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=153045767&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 153045767 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14616734 5AW jtl: Attachment & Human Development issn: 14616734 maglogo: N pubinfo: dt: Oct 2021 vid: 23 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 153045767 147851393 153045767 153045767 10.1080/14616734.2020.1865425 153045767 ppf: 665 ppct: 22 formats: tig: atl: Attachment and task persistence: attachment orientations, perception of teacher's responsiveness, and adolescents' persistence in academic tasks. aug: au: Ben-Gal Dahan, Anat Mikulincer, Mario affil: Department of Education, The Mofet Institute and Tel Hai College, Tel Hai, Israel sug: subj: Attachment Behavior Evaluation Task Performance and Analysis Teachers Attitude Evaluation Academic Performance Evaluation Faculty-Student Relations Human Self Report Work Presence Anxiety Complications Adolescence Avoidance (Psychology) Adolescent: 13-18 years ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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