Why Do You Want to See Me? Students' Reactions to a Professor's Request as a Function of Attachment and Note Clarity
The authors explored 294 college students' reactions to a professor's request for a meeting as a function of the clarity of the request and students' attachment style. Students were randomly assigned to read 1 of 2 notes written by a professor—"Please see me" or "I would like to help you understand this material. Please see me." Data collected were students' affective and cognitive reactions to the note and attachment style. Students who read the short note had more negative first reactions, affective reactions, and cognitive reactions than did students who read the long note. Compared with securely attached students, insecurely attached students had more negative affective reactions to both notes.