Do I Have a Crush on My Teacher Quiz
Questions: 15 · 10 minutes
1. Before a class with this teacher, what do you typically feel?
My attention is mainly on the lesson or what I need to bring.
I feel a small lift because I generally enjoy the class.
I often feel noticeably excited or self-conscious about seeing them.
I experience a strong rush of nerves, excitement, or anticipation centered on them.
2. Away from schoolwork, how often does this teacher enter your thoughts?
Rarely, unless something directly reminds me of the class.
Occasionally, usually because of something interesting they taught or said.
Often, including thoughts about their personality or appearance.
Very often; thoughts about them repeatedly take over my attention.
3. You unexpectedly pass this teacher outside school. Which reaction is closest to yours?
I would respond politely and feel much as I do with other familiar adults.
I would be pleasantly surprised to recognize them.
I would become flustered or unusually excited by the encounter.
The encounter would create an intense emotional rush that stayed with me afterward.
4. Suppose you could message this teacher about something unrelated to class. Which option best reflects what you would want?
I would prefer to keep communication in official channels and connected to school.
I would be open to an occasional appropriate exchange about a shared interest.
I would hope the conversation gradually became more personal.
I would strongly want frequent private messages and a special connection outside their teaching role.
5. A romantic song, film, or story reminds you of this teacher. How typical is that?
That connection would be unusual for me.
It happens occasionally as a passing association.
It happens fairly often, and I sometimes imagine them in romantic situations.
Romantic media regularly leads to detailed fantasies involving them.
6. How much does this teacher's opinion influence your appearance or behavior in class?
I follow my usual preferences and classroom expectations.
I sometimes make an extra effort because I value making a good academic impression.
I often want to look or act especially appealing to this teacher personally.
I plan my appearance or behavior mainly around attracting this teacher's attention.
7. When you imagine the time after you are no longer in this teacher's class, what do you hope for?
I mainly hope to remember what I learned.
It would be nice if we recognized each other warmly in the future.
I hope they remember me personally and that some mentor-like contact continues through appropriate channels.
I often imagine an ongoing private or romantic relationship with them.
8. Class has ended, but you have an opportunity to remain for a moment. What are you most likely to want?
I would stay only if I had a practical question or task.
I might enjoy a short conversation related to the subject.
I would look for a reason to extend the conversation and share something personal.
I would strongly hope for private time that felt more personal than a teacher-student exchange.
9. When you notice people you could realistically date or develop a peer crush on, how does this teacher feature in your thinking?
I do not usually compare those people with my teacher.
I occasionally notice a shared quality, such as humor or confidence.
I often compare them and find myself preferring qualities associated with my teacher.
My image of this teacher regularly overshadows interest in people available for an equal relationship.
10. When choosing where to sit in this teacher's class, what matters most to you?
Being able to see, hear, concentrate, or work comfortably.
Being in a place where joining the lesson feels easy.
Being somewhere the teacher is especially likely to notice me.
Being as close to the teacher as possible because I want their personal attention.
11. This teacher praises a piece of your work. How does the moment affect you?
I feel satisfied that my effort was recognized, then move on.
The praise feels a little more enjoyable because I respect this teacher.
I replay the praise later because it came from this particular teacher.
Their praise gives me an emotional high that shapes much of my day.
12. After a brief friendly exchange with this teacher, how do you usually interpret it?
As an ordinary teacher-student interaction.
As a pleasant moment worth remembering for a little while.
I replay details and wonder whether the exchange was personally special.
I repeatedly search the exchange for signs of a unique personal connection.
13. You arrive and learn that this teacher is unexpectedly absent. What is your reaction?
I adjust to the change and focus on the class plan.
I notice their absence but it does not affect me much.
I feel personally disappointed that I will not see them.
Their absence causes a strong letdown that is difficult to shake.
14. Which description best matches how you think about this teacher's imperfections?
I can appreciate them while still seeing them as an ordinary, imperfect person.
I focus more on qualities I admire, but I recognize their limitations.
I tend to excuse or overlook traits that would bother me in someone else.
I picture them as nearly perfect and find it difficult to imagine meaningful flaws.
15. You see this teacher warmly encouraging another student. What happens emotionally?
I view it as a normal part of teaching without a personal reaction.
I briefly wonder what they are discussing, then lose interest.
I feel a small twinge of jealousy or wish the attention were directed at me.
I feel strongly jealous, excluded, or preoccupied by the interaction.