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1.
This study examined 1) experiences of six discrete emotions ‒ joy, pride, contentment, worry, shame, hopelessness ‒ after solving a math problem of students aged 10–12 years, and 2) the contribution of self-concept, metacognitive experiences (feeling of difficulty and feeling of success) and performance on emotions experienced after the task, controlling for gender and emotions experienced before the task. Results indicated a decrease in joy and contentment after problem solving. Performance did not contribute to emotions apart from hopelessness. The influence of performance on hopelessness was mediatized by metacognitive experiences. Self-concept contributed to joy, pride and shame but its influence became non-significant when we controlled for metacognitive experiences. Feeling of success mediatized the effect of self-concept on joy, pride and shame. Metacognitive experiences were also found to be important predictors of all emotions except worry. The need for new paradigms to study emotions in education is discussed.  相似文献   

2.
It has been theorized that students are most likely to ask why following unexpected, negative, and/or important events (Weiner, 1985); however, the unique contribution of these precursors to causal search and the resultant cognitions, emotions, and behaviors remain largely unclear. In the current study we examined causal search regarding test outcomes among 371 first-year college students. Responses to hypothetical scenarios indicated that unexpected events, and unexpected/negative events in combination, would elicit the most causal search. Based on performance on an actual test, precursors measured prior to the test indicated negative test outcomes elicited the greatest causal search. Alternatively, precursors measured following the test indicated a similar pattern to the scenarios. In each instance, event importance was also found to positively predict casual search. Overall, the results suggest that the exclusion of relevant precursors, self-serving biases, and divergent methodologies may have resulted in the discrepancies of previous research on causal search precursors. Finally, students who engaged in more causal search made more ability, test difficulty, and luck attributions, fewer effort attributions, experienced less pride and more shame, guilt, regret, and anger, and received poorer grades. The internal/uncontrollable attributional pattern suggests that first-year college students who are at-risk of de-motivating cognitions, emotions, and behaviors could be supported with cognitive interventions such as attributional retraining.  相似文献   

3.
Differences in Pride and Shame in Maltreated and Nonmaltreated Preschoolers   总被引：4，自引：0，他引：4  
This study examined the expression of shame and pride in maltreated and nonmaltreated preschool children. 84 4–5-year-old children and their mothers participated in the study: 42 had a history of child maltreatment and 42 served as matched controls. Children were presented with easy and difficult tasks and their emotional responses of shame and pride were observed. No shame was shown when subjects succeeded on the tasks and no pride was shown when they failed. Maltreating mothers offered more negative feedback, particularly to their daughters, than nonmaltreating mothers. Maltreated girls showed more shame when they failed and less pride when they succeeded than nonmaltreated girls. The relation between differential socialization practices and the self-conscious emotions is explored as it relates to observed gender differences in emotionality and self-concept.  相似文献   

4.
3-year-old children were presented with easy and difficult tasks and their emotional responses of shame and pride were observed. No shame was shown when subjects succeeded on the tasks and no pride was shown when they failed. Significantly more shame was shown when subjects failed easy tasks than when they failed difficult tasks, and significantly more pride was shown when subjects succeeded on difficult than on easy tasks. While there were no sex differences in task failures, girls showed more shame than boys. There were no sex differences in pride when subjects succeeded.  相似文献   

5.
Emotions and behaviors observed during challenging tasks are hypothesized to be valuable indicators of young children's motivation, the assessment of which may be particularly important for children at risk for school failure. The current study demonstrated reliability and concurrent validity of a new observational assessment of motivation in young children. Head Start graduates completed challenging puzzle and trivia tasks during their kindergarten year. Children's emotion expression and task engagement were assessed based on their observed facial and verbal expressions and behavioral cues. Hierarchical regression analyses revealed that observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame, and persistence predicted children's social skills and learning-related behaviors. Children's emotional and behavioral responses to challenge thus appeared to be important indicators of school success. Observation of such responses may be a useful and valid alternative to self-report measures of motivation at this age.  相似文献   

6.
To examine individual differences in pride and shame reactions of 3-year-olds and their temperamental and parenting antecedents, 110 boys were studied at ages 36 and 37 months in a "rigged" achievement situation. After being trained to complete explicitly stipulated "easy" and "difficult" tasks before a buzzer sounded, success and failure were manipulated by artificially "rigging" how much time the child had to work on these tasks. Children's facial, verbal, and postural reactions to success and failure were composited to create pride scores following success and shame scores following failure. As expected, pride reactions were greater following success on the difficult than on the easy task, and shame reactions were greater following failure on the easy than on the difficult task. Early temperament (at 12/13 months) proved unrelated to pride and shame. With respect to parenting, measurements composited across 15, 21, 27, and 33 months showed that mothers and fathers who were more positive in their parenting had children who displayed less pride, and that children whose parents (especially mothers) were more negative in their parenting evinced less shame. These counterintuitive findings are discussed in terms of differences between assessments of parenting obtained in this investigation of parenting antecedents and those obtained in other studies of parental responses in the achievement situation itself. Directions for future research are outlined.  相似文献   

7.
Two related attribution theories of motivation are examined. One, an intrapersonal theory, includes self-directed thoughts (particularly expectancy of success) and self-directed emotions (pride, guilt, and shame). The second is an interpersonal theory and includes beliefs about the responsibility of others and other-directed affects of anger and sympathy. These two theories are respectively guided by the disparate metaphors of the person as a scientist and the person as a judge. Some experimental evidence supporting the conceptions and the range of phenomena that they incorporate are examined.  相似文献   

8.
Recent debates about “Britishness” have drawn increasing attention to the inculcation of national values within the school history curriculum. To date, however, few studies have explored young people’s attitudes towards history or how these are related to their sources of national pride and shame. This paper draws on a survey of over 400 undergraduates’ experiences of secondary education, investigating their attitudes towards the history curriculum and how these relate to their feelings of national pride. Using principal components analysis we found that students’ attitudes towards history loaded on to two distinct factors: traditional/conservative and multicultural/liberal. Bivariate correlations then revealed that pride in national sporting and economic achievements and a sense of shame about immigration were positively associated with a traditional attitude towards history. Pride in British civil liberties and social diversity and a sense of shame about racism and UK foreign policy were associated with a multicultural attitude. Theoretical and practical implications of these findings are discussed.  相似文献   

9.
Expectancy violation and student rating of instruction   总被引：1，自引：0，他引：1  
This study examined whether violations that are incongruent with student expectations are significantly different than congruent violations of expectancy in relation to student ratings of instruction. Analysis using the Scheffe' post ANOVA test revealed that college students having high expectations/high experiences evaluated teachers more favorably than students with low expectations/high experiences, low expectations/low experiences and high expectations/low experiences. Reasons why these findings did not coincide with the expectancy violation model are offered.  相似文献   

10.
The hypothesis that the concept of expectancy is a central common core of various personality dispositions was investigated among 228 students of general education and physical education. The participants were scored on the following personality dispositions: global and academic self-concept, optimistic-pessimistic attributional style, motive to seek success, motive to avoid failure, cognitive anxiety, and self-handicapping tendencies. Marital status and geographical location/area of study of respondents were chosen as discriminative variables. The hypothesis was supported in that factor analysis gave a general bipolar expectancy factor, and cluster analysis resulted in two clusters, one corresponding to a positive expectancy and the other to a negative expectancy.  相似文献   

11.
We investigated what factors would be related to students' achievement in mathematics courses offered at a virtual high school. This was an attempt to understand why some succeed and some do not as well as to suggest what should be done to help with student success. Seventy‐two students responded to a self‐report survey on motivation (ie, self‐efficacy, intrinsic value), mathematics achievement emotions (ie, anxiety, anger, shame, hopelessness, boredom, enjoyment, pride), and cognitive processes (ie, cognitive strategy use, self‐regulation). A three‐step hierarchical multivariate regression was employed to examine which of the factors predict student achievement. Results showed that motivation accounted for approximately 13% of the variance in student achievement and self‐efficacy was the significant individual predictor of student achievement. However, when achievement emotions were added to the analysis, self‐efficacy failed to predict student achievement and emotions accounted for 37% of the variance in student achievement. Cognitive strategy use and self‐regulation did not explain any additional variance in the final scores. Findings are discussed and implications for future research and development are also suggested.  相似文献   

12.
Abstract

There are positive feedback loops between students’ grades and emotions. However, subjective appraisals, not grades, are theorized to trigger emotions. We extended previous research by comparing the effects of objective score and subjective appraisals of the score (i.e., satisfaction) on emotions. We used an ecologically-valid quasi-experimental design and found differences in how objective score compared to satisfaction impacted emotions. Main effects for score showed positive associations with hope, pride, relief, and negative associations with anxiety, anger, and shame. An interaction for satisfaction occurred such that students who were satisfied with their score had the same effect as objective score, but students who were unsatisfied with their score felt less hope, pride, relief, and more anger and shame. Implications for the control-value theory of emotions as well as for instructors are discussed.  相似文献   

13.
加强廉洁文化建设既是党中央的明确要求,也是推动经济社会持续健康快速发展的现实需要。要深刻理解廉洁文化建设的内涵与功能,创新廉洁文化建设体系,深化认识、教育引导、健全制度、注重创新、植根于民,积极倡导以廉为荣、以贪为耻的社会风尚,大力推进廉洁文化建设,促进经济社会又好又快发展。  相似文献   

14.
This study examined the relation of mathematics performance and gender with seven mathematics-related emotions (enjoyment, pride, anger, anxiety, shame, hopelessness and boredom) among adolescents. Using strict and lenient mathematics performance cut-off scores, respective groups of adolescents with mathematics difficulties (MD, n = 136), low (LA, n = 166) and typical mathematics performance (TA, n = 1056) were identified. Our results revealed that the MD group reported more shame than the LA group. The MD group also reported more negative emotions and less positive emotions than the TA group, with the exception of boredom, for which there was no statistically significant difference. The interaction effect between mathematics performance group and gender on emotions was significant. Only females with MD showed significantly higher levels of hopelessness and shame than females with LA, while males with LA even reported more boredom than males with MD. Concerning gender differences, males reported slightly more pride and enjoyment than females. However, the direction and magnitude of the gender differences showed great variance among mathematics performance groups. The practical implications of the results are discussed.  相似文献   

15.
This study examined whether attributional style for negative events plays a mediating or moderating role in the association between victimisation by bullying and psychological distress in young adults. A total of 127 undergraduate students completed the Attributional Style Questionnaire, a newly developed Victimisation and Bullying Inventory and the Psychological Distress subscale from the Mental Health Inventory. As expected, the tendency to attribute negative events to internal, stable and global causes predicted higher psychological distress. There was also a positive association between extent of victimisation and psychological distress. Although attributional style did not mediate in this relationship, there was evidence of moderation. Individuals with more negative attributional styles showed a clear association between victimisation and psychological distress, while those with less negative styles showed no association. These results suggest that a tendency towards a negative attributional style may increase the risk of psychological distress in victims of bullying.  相似文献   

16.
This study examined relations between maternal control and evaluative feedback during the second year of life and children's mastery motivation and expressions of self-evaluative affect a year later. Participants were 75 toddlers (35 girls, 40 boys) and their mothers. Maternal controlling behavior and evaluative feedback were examined while mothers taught their 24-month-olds a challenging task. Children's mastery motivation and expressions of self-evaluative affect were assessed during easy and difficult achievement-like tasks when they were 36 months old. Maternal evaluative feedback and control style at 24 months predicted children's shame, persistence, and avoidance of mastery activities at 36 months. Specifically, negative maternal evaluations at age two related to children's later shame, especially when feedback was linked to children's actions or products; positive maternal feedback overall, as well as corrective feedback, related to children's later persistence; mothers who engaged in more autonomy-supporting control with their 2-year-olds had children who were less likely to avoid challenging activities at age 3. Children's pride at 36 months was not predicted by mothers' behavior at 24 months.  相似文献   

17.
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18.
通过问卷调查法对54名高中生的疏离感和归因方式进行考察,探讨青少年的疏离感及归因方式的基本特点以及二者之间的关系。结果发现:(1)青少年疏离感中的社会疏离感和自然疏离感均与归因方式有显著的相关,而人际疏离感与归因方式的相关不显著;(2)男女青少年在疏离感的三个分量表以及总分上差异均不显著,但归因方式差异显著,男青少年倾向于外控,女青少年倾向于内控。  相似文献   

19.
The primary purpose of this study was to investigate the effectiveness of two different types of interviews—one that did (POSTICM) and one that did not (POSTI) embed a concept-mapping process—to elicit students' postinstructional understandings about chlorofluorocarbons and their role in global atmospheric change (GAC). A chief criterion measure was accordance, the degree to which students held the ideal postinstructional understanding set forth in a teacher-expert concept map. After GAC instruction that included concept-mapping activities, 34 eighth-grade science students were assigned randomly to groups and completed either POSTICM or POSTI. These students and their teacher also completed relatedness ratings of central concepts from the teacher-expert map. The Knowledge Network Organizing Tool™ was used to transform relatedness ratings to Pathfinder networks and compare nets to yield a student to teacher similarity index (Pathfinder index). Regression analysis revealed that type of interview did not predict accordance. However, most POSTICM students perceived the concept-mapping interview component to be helpful and affect positively their answers to the interview questions. The Pathfinder index did predict (p = .003) accordance—the Pathfinder index was a reliable confirmatory measure of the degree to which students held the ideal postinstructional understanding. J Res Sci Teach 35: 521–546, 1998.  相似文献   

20.
OBJECTIVE: The purpose of the present study was to provide preliminary data extending earlier research on shame and guilt, examining their relationships both to symptoms of depression and to psychological maltreatment. Symptoms of depression were expected to correlate positively with shame, but not with guilt. Psychological maltreatment was also expected to correlate positively with shame. The relationship between psychological maltreatment and guilt was examined on an exploratory basis. METHOD: Two hundred and eighty participants from a public community college and a private university completed scales assessing shame, guilt, depression, and history of childhood psychological maltreatment. Pearson correlations were conducted with all data. RESULTS: Results indicated that symptoms of depression were positively correlated with both shame and guilt. Partial correlations were then conducted in which the linear effects of shame were removed from guilt. In this latter analysis, guilt was no longer positively correlated with symptoms of depression. Psychological maltreatment was also positively correlated with depression and with shame, but not with guilt. CONCLUSIONS: These results highlight the significance of psychological maltreatment in the relationship to the self-conscious emotions of guilt and shame. As in earlier studies, shame has been consistently correlated to poor psychological functioning, while guilt appears to be relatively unrelated to pathological functioning.  相似文献   

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