Toward Empirical Evidence for Teachers’ Mental Representations of Dyadic Relationships With Students: Two Priming Experiments

Abstract

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.

Nursing Students Facilitating the Transition from Suicidal Ideation to Action in the Rural: A Qualitative Study

“… 18 However, these elements are insufficient to move a youngster from suicidal ideation to actual suicide attempts; an intrapersonal spark is necessary. 19 Recent longitudinal research supports this finding by demonstrating that the intrapersonal features of future thinking have low positive effects, 8 low positive effects have significant negative effects, 20 and peer cancellation. Family 21 as a predictor of future suicide and/or suicide attempts among individuals who previously shown symptoms at home 22 following a suicide event.…”

Black boys unchained: Removing the constraints of racial disparities in discipline at school.

“…In turn, they influence staff appraisals of and relationships with BB. These internal representations also shape beliefs about what BB need and why they behave as they do (Koenen et al, 2019). This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

“…School staff form mental representations of BB that are based on feelings of frustration, disappointment, inadequacy, and anxiety in dealing with BB (de Ruiter et al, 2020). These mental representations are composed of favorable or unfavorable thoughts and feelings that can range from antipathy and discomfort to empathy and delight (Koenen et al, 2019). These representations are expressed in belief about BB’s motivation, attitudes about their behavior, and expectations about their academic skills.…”

“…In turn, they influence staff appraisals of and relationships with BB. These internal representations also shape beliefs about what BB need and why they behave as they do (Koenen et al, 2019).…”

Pre-service teachers’ emotional experience: Characteristics, dynamics and sources amid the teaching practicum

“…Many studies showed that different types of teachers show different characteristics of emotional experiences. It is usually expressed as positive and negative emotions ( Koenen et al, 2019 ; Taxer et al, 2019 ). Due to the uncertainty and unpredictability in education and teaching, teachers often experience various emotions, including positive emotions (such as enthusiasm, happiness, and satisfaction) and negative emotions(such as disappointment, anger, and burnout; Nias, 1996 ; Hargreaves, 1998 ).…”