What affects the arrogant, proud or ashamed pre-service teacher in mathematics? Effects of social comparison, gender and self-concept on self-conscious emotions

Abstract

AbstractEmotions 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.