TY - JOUR
T1 - Attachment and task persistence
T2 - attachment orientations, perception of teacher’s responsiveness, and adolescents’ persistence in academic tasks
AU - Ben-Gal Dahan, Anat
AU - Mikulincer, Mario
N1 - Publisher Copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2021/10
Y1 - 2021/10
N2 - 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.
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.
KW - Attachment
KW - adolescence
KW - responsiveness
KW - task persistence
KW - teacher–children relationship
UR - http://www.scopus.com/inward/record.url?scp=85098568776&partnerID=8YFLogxK
U2 - 10.1080/14616734.2020.1865425
DO - 10.1080/14616734.2020.1865425
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C2 - 33371804
AN - SCOPUS:85098568776
SN - 1461-6734
VL - 23
SP - 665
EP - 686
JO - Attachment and Human Development
JF - Attachment and Human Development
IS - 5
ER -