This study examined teachers’ attributions and emotions for their subjectively perceived interpersonal relationships with their students as positive or negative, and whether hope (pathways thinking, agency thinking) influences the perceived positive or negative interpersonal relationships, the subsequent attributions and emotions, and the impact of attributions on emotions. Fifty teachers, of both genders, completed the questionnaire for each of their five students who were randomly selected from their teaching classes. The results revealed that the positive interpersonal relationships were predominately attributed to stable, personally controllable and self-student controllable factors, whereas the negative interpersonal relationships were primarily attributed to external, external controllable, unstable, and self-student controllable factors. Also, teachers reported positive emotions of high intensity (sympathy, cheerfulness, exciting, love, not anger, calmness) for the positive relationships, and negative emotions of moderate intensity (no enthusiasm, shame, anxiety, no excitement) for the negative relationships. Yet, the high hope teachers made adaptive attributional and emotional appraisals for the positive and, mainly, negative interpersonal relationships. Agency thinking, as compared to pathway thinking, was a better and worse formulator of the appraisals in negative and positive interpersonal relationships, respectively. Hope, additionally, had direct effect on the emotions, beyond that afforded by attributions, particularly in negative interpersonal relationships.

This study was conducted to explore the five-factor structure of the Need for Closure scale on Indian samples using exploratory and confirmatory factor analysis. Data were initially collected from 450 samples which were reduced to 235 cases later based on the lie score criteria of the Need for Closure Scale. To rule out the problems caused by all questionnaire items like low reliability and low communalities, parceling of the items (creating three parcels from each facet) was done before the multivariate analysis (EFA and CFA). In the results, EFA showed that the five-factor structure of the NFC scale explains 52% of the variance. The goodness of fit statistics in the CFA model met the criteria (χ2 = 190.153, GFI = 0.908, TLI = 0.855, CFI = 0.890, RMSEA = 0.077) for the reasonable fit of the single factor structure of the NFC construct. In conclusion, this study presented the good psychometric properties of the NFC scale. It can be used to assess the individual's need for closure in the wider contexts of Indian studies.