Expressing pride: Effects on perceived agency, communality, and stereotype-based gender disparities.

Brosi, Prisca; Spörrle, Matthias; Welpe, Isabell M.; Heilman, Madeline E.

doi:10.1037/apl0000122

Cited by 36 publications

(24 citation statements)

References 40 publications

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“…Expressions of pride likely have important consequences for leaders, particularly others' views of them. For example, displays of pride may influence the degree to which an individual appears "high-status" and leader-like to others (Melwani, Mueller, & Overbeck, 2012;Shariff & Tracy, 2009) and have been found to relate to others' perceptions of agency and leadership competence (Brosi, Spörrle, Welpe, & Heilman, 2016). Thus, individuals who tend to display pride habitually or those who have the emotional intelligence or political skill to display pride strategically (whether it is genuine or not; Gardner et al, 2009) may be more likely to emerge and be effective as leaders.…”

Section: Limitations and Future Research Directionsmentioning

confidence: 99%

“…Prior research in the lab is suggestive that pride may have particular importance for leadership. Individuals associate expressions of both authentic and hubristic pride with high status (Shariff & Tracy, 2009;Tiedens, Ellsworth, & Mesquita, 2000), and nonverbal expressions of pride communicate to observers that the expresser is agentic (i.e., forceful, assertive, and confident; Brosi, Spörrle, Welpe, & Heilman, 2016). In addition, individuals who are induced to feel pride display dominant behaviors and are perceived by others as more influential (Williams & DeSteno, 2009).…”

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confidence: 99%

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Can pride be a vice and virtue at work? Associations between authentic and hubristic pride and leadership behaviors

Yeung

Shen

2019

J Organ Behavior

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Summary Pride, a discrete emotion that drives the pursuits of achievement and status, is crucial to consider in leadership contexts. Across three studies, we explored how leaders' experiences of authentic and hubristic pride were associated with their leadership behaviors. In Study 1, a field study of leader–follower dyads, leader trait authentic pride was associated with the use of more effective (i.e., consideration and initiating structure) and fewer ineffective (i.e., abusive supervision) leadership behaviors, and hubristic pride was associated with more abusive behaviors. In Study 2, a daily diary study, on days when leaders experienced more authentic pride than usual, they used more effective leadership behaviors than usual, whereas on days when leaders experienced more hubristic pride than typical, they were more likely to engage in abusive supervision than typical. In Study 3, a scenario‐based experiment, leaders who experienced more authentic pride in response to our experimental manipulation were more likely to intend to use effective leadership behaviors. In contrast, those who experienced more hubristic pride were less likely to use these behaviors and more likely to intend to be abusive. Overall, this work highlights the importance of pride for leadership processes and the utility of examining discrete and self‐conscious emotions within organizations.

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Section: Limitations and Future Research Directionsmentioning

confidence: 99%

mentioning

confidence: 99%

Can pride be a vice and virtue at work? Associations between authentic and hubristic pride and leadership behaviors

Yeung

Shen

2019

J Organ Behavior

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“…The present study found that female students who perceive science careers as providing agentic value affordances have slightly lower declines in persistence intentions over time. These findings echo sentiments found in other studies suggesting that women who lean toward agentic values are more persistent when they perceive science careers as allowing them to express their agentic values (Brosi, Spörrle, Welpe, & Heilman, 2016;Rudman & Glick, 2001).…”

Section: Barriers and Personal Value Orientationssupporting

confidence: 85%

Persistence of Undergraduate Women in STEM through TIMSI

Henderson¹

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There is a need to increase the persistence of women in science careers. This study focuses on undergraduate women majoring in or interested in science. Despite interest early on in their academic careers, women are leaving STEM at higher rates than other fields. Through the framework of the Tripartite Integration Model of Social Influence (TIMSI), this study explores psychosocial factors leading to integration in science careers. 484 undergraduate women from 9 universities in the Colorado/Wyoming Front Range and the Carolinas were recruited into this study and surveyed through 8 waves of data collection. A model building process was performed using HLM to study the impact of efficacy, identity, community values, and agentic and communal values on the persistence of undergraduate women in science over time. Results been a nuisance. Dr. Dale Niederhauser, thank you for cleaning up my administrative messes and sending me to Cecil. Dr. M Cecil Smith, thank you for the intellectual conversations, your constant encouragement, your delightful sense of humor, and the wisdom to connect me with Karen and Paul. Dr. Karen Rambo-Hernandez, thank you. You were there through the coursework; you were there through the research experiences; and you were there through the tough days. Thank you for seeing me as more than a student. Dr. Paul R. Hernandez, thank you. For four years you have trained me and prepared me. Through all of my silly questions and my tendency to try things without asking how, you have always been patient. For nurturing my desire to learn about research, I am truly grateful. Thank you for always finding the right balance between pushing me to take care of myself and pushing me to work on my studies. You have invested so much toward molding me into who I am today and who I will be tomorrow. There are no words for the gratitude I feel. Dr. Natalie Shook, thank you for asking questions that pushed me to consider additional perspectives. Dr. Malayna Bernstein, your compassion inspires me. Dr. Brittany Bloodhart, thank you for being there whenever I reached out. Dana Musick, thank you for always taking care of the details. Dr. Reagan Curtis, thank you for finding a path to switch me to educational psychology. Your support will have a lifelong impact.

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“…Confirming this, female students from a traditional teacher-centred school made significantly more pride statements about Learning in school than male students (Fraenken & Wosnitza, 2018). As women are rated as more communal and socially committed than men (Brosi, Spörrle, Welpe, & Heilman, 2016), it can be expected that female students make more statements about social aspects than male students. This was also found in a traditional school, where female students made significantly more pride statements about Social aspects than male students (Fraenken & Wosnitza, 2018).…”

Section: Introductionmentioning

confidence: 99%

Students’ pride orientation in a learner-focused school setting

Fraenken

Wosnitza

2019

FLR

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In the past decades, schools have become more autonomous and open learning environments. It therefore seems increasingly important for educational research to also consider contextual influences by including autonomous learning settings in its investigations. Studying the positive activating emotion of pride seems useful to learn more about the effects of this schooling as pride results from exactly those aspects promoted by autonomous learning: Self-evaluation, reflection, self-responsibility and attribution. Moreover, pride becomes relevant for a deeper understanding of students' learning and achievement as pride promotes the desire to repeat already performed achievements in the future. Regarding the growing support of individual learning in schools, the present study investigates objects of pride of students attending a school that promotes autonomous, non-competitive, individualized and cooperative learning. Students of this school plan their timetables and learning process individually and document it in learning logbooks in which they furthermore can state once a week what they are proud of. In total, 1063 pride statements from 134 students were collected from the learning logbooks. A complementary study, collecting students' pride statements detached from the learning logbooks, identified 254 pride statements. Results show that the pride focus of students at the examined school is learning-oriented. The findings indicate that the specific learning setting of the examined school provides specific school-based pride triggers and thus promotes the learning-oriented pride focus of the students. This paper shall serve as a basis for further research on students' pride and objects of pride and its potential effects on motivation, achievement and school life.

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Expressing pride: Effects on perceived agency, communality, and stereotype-based gender disparities.

Cited by 36 publications

References 40 publications

Can pride be a vice and virtue at work? Associations between authentic and hubristic pride and leadership behaviors

Can pride be a vice and virtue at work? Associations between authentic and hubristic pride and leadership behaviors

Persistence of Undergraduate Women in STEM through TIMSI

Students’ pride orientation in a learner-focused school setting

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