Abstract
Emotions are essential for the development of professional competence and identity of pre-service teachers. Thus, they can also be seen as an inherent part of teachers’ professional competence and identity. They also influence teachers’ later emotional experience when teaching at school. Mathematics, especially, triggers activating emotions in pre-service primary school teachers. Pride and shame can be understood as relevant achievement emotions, which are also closely linked to the self-concept of a person. Nevertheless, they have been insufficiently studied among pre-service mathematics teachers so far. The present study examines authentic and hubristic pride and shame among n = 310 German prospective primary school teachers in relation to self-concept (ability vs. effort), gender and social comparison with fellow students regarding their own achievement. On the one hand, the results point to the difference between authentic and hubristic pride, and on the other hand, the study provides evidence for the dynamic closeness of shame and hubristic pride. Practical implications, especially for teacher education, are discussed against the background of the limitations of the study.
Highlights
IntroductionEmotions that are experienced in learning contexts and in relation to achievement are referred as achievement emotions (Pekrun & Perry, 2014)
Emotions play a significant role in educational processes
The results suggest that girls were more likely to attribute failure to their global ability, experience less pride after success and were less convinced that success can be achieved through effort
Summary
Emotions that are experienced in learning contexts and in relation to achievement are referred as achievement emotions (Pekrun & Perry, 2014). L. Jenßen (Feldman Barrett & Russell, 1998), achievement emotions are described along the dimension process- vs outcome-oriented (Pekrun & Perry, 2014): Processorientated emotions, such as boredom, occur in learning situations and outcomeorientated emotions can be experienced prospectively (e.g., hope) or retrospectively (e.g., guilt) in relation to a specific achievement situation (e.g., an exam at university). Emotion psychology distinguishes between fundamental basic emotions (e.g., enjoyment, anxiety) and so-called self-conscious emotions (Lewis, 2003). From a developmental psychological perspective, a representation of the self is needed in order to experience self-conscious emotions such as pride or shame. Pride and shame seem to be self-referential, because success or failure are linked to internal attributions and these lead to experiences of pride or shame (Weiner, 1986)
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