Abstract
Previous research on the self-conscious achievement emotion pride introduces the Achievement Pride Scales (APS) that illustrate the relation of self-based pride and social comparison-based pride with frames of reference, achievement goals, and achievement values. The present study (N = 354) extends those results with regard to explicit achievement, affiliation, and power motives, as well as performance. Results show that self-based pride is related to self-approach goals, individual achievement values, as well as achievement and affiliation motives. Social comparison-based pride, in turn, is positively related to other-approach goals, social achievement values, as well as achievement and power motives. In addition, when controlling for those antecedent variables a positive effect of social comparison-based pride on academic performance disappears whereas a positive effect of self-based pride on academic performance appears. As such, the present work replicates and broadens the knowledge on achievement pride.
Highlights
The Power and Affiliation Component of Achievement PrideA growing number of research focuses on self-conscious emotions that underlie specific self-evaluative cognition and self-reflections, and are of critical importance for students’ learning and performance (e.g., Lewis and Sullivan, 2005; Scherer, 2005; Tangney and Tracy, 2012; Muris and Meesters, 2014)
We hypothesize that self-approach goals, individual achievement values, as well as achievement and affiliation motives are positively related to self-based pride, but otherapproach goals, social achievement values, as well as power motives are not related to self-based pride
We hypothesized that self-approach goals, individual achievement values, as well as achievement and affiliation motives are positively related to selfbased pride, but other-approach goals, social achievement values, as well as power motives are not related to self-based pride
Summary
The Power and Affiliation Component of Achievement PrideA growing number of research focuses on self-conscious emotions that underlie specific self-evaluative cognition and self-reflections, and are of critical importance for students’ learning and performance (e.g., Lewis and Sullivan, 2005; Scherer, 2005; Tangney and Tracy, 2012; Muris and Meesters, 2014). Pride is known to be a self-conscious achievement emotion (Tracy and Robins, 2004; Pekrun, 2006) and has recently been separated into a self-based and a social comparison-based facet. Self-based pride is an emotional response to intrapersonal improvement in performance over time, whereas social comparison-based pride is an emotional response to successfully outperforming others. Those pride facets comprise different underlying antecedents, such as frames of reference, achievement goals, and achievement values (Buechner et al, 2018). Power and Affiliation Component of Pride for instance, were not included as antecedents even though past research showed the importance of motives as antecedents of emotions (Michou et al, 2014), including pride (e.g., Murray, 1938; Atkinson, 1957). The main purpose of this work is to test these critical antecedents along with performance outcomes
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