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Toward Empirical Evidence for Teachers’ Mental Representations of Dyadic Relationships With Students: Two Priming Experiments
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 inform...
| Autores principales: | , , , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
Ubiquity Press
2019
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| Materias: | |
| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6625555/ https://www.ncbi.nlm.nih.gov/pubmed/31328015 http://dx.doi.org/10.5334/pb.471 |