Understanding adolescent shame and pride at school: Mind-sets and perceptions of academic competence

Abstract

Aims:Shame and pride have important implications in educational contexts for pupils and educators alike. The aim of this study was to investigate whether adolescents’ growth (intelligence) mindset is associated with reduced shame experiences and increased pride experiences, within a secondary school context. We tested perceived academic competence as a mediator of the hypothesised relations between a growth mindset and feelings of shame and pride.Method:Secondary school students (N=121, M age=14.28 years) completed the Scale of Personal Conceptions of Intelligence to measure their beliefs about the nature of their abilities (i.e. mindset) and then completed a brief online diary for 10 days. Participants rated their daily shame and pride experiences, as well as their daily perceptions of academic competence.Findings:Results revealed a negative relation between growth mindset and daily shame intensity, and a positive relation between growth mindset and daily pride intensity. Both associations were mediated by perceived academic competence.Limitations:We identified limitations, including the possibility that participants’ conceptions of shame and pride may have varied, and the reliance on self-report methods of data collection.Conclusions:Adolescents who endorse a growth mindset experience less shame and more pride at school. Stronger perceptions of academic competence account for this emotional signature of the growth mindset.