Why Do You Want to See Me? Studentsʹ Reactions to a Professorʹs Request as a Function of Attachment and Note Clarity

The authors explored 294 college studentsʹ reactions to a professorʹs request for a meeting as a function of the clarity of the request and studentsʹ 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 studentsʹ 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.