What Affects the Arrogant, Proud or Ashamed Pre-Service Teacher in Mathematics? Effects of Social Comparison, Gender and Self-Concept on Self-Conscious Emotions

Autor/in	Jenßen, Lars
Titel	What Affects the Arrogant, Proud or Ashamed Pre-Service Teacher in Mathematics? Effects of Social Comparison, Gender and Self-Concept on Self-Conscious Emotions
Quelle	In: Social Psychology of Education: An International Journal, 24 (2021) 5, S.1105-1123 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jenßen, Lars)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-021-09655-6
Schlagwörter	Psychological Patterns; Preservice Teachers; Mathematics Education; Gender Differences; Self Concept; Elementary School Mathematics; Foreign Countries; Social Differences; Germany + Suchen Sie Ihr Suchwort? Mathematische Bildung; Geschlechterkonflikt; Selbstkonzept; Elementare Mathematik; Schulmathematik; Ausland; Sozialer Unterschied; Deutschland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01