The Achievement Pride Scales (APS)

Büechner, Vanessa L.; Pekrun, Reinhard; Lichtenfeld, Stephanie

doi:10.1027/1015-5759/a000325

Cited by 14 publications

(25 citation statements)

References 50 publications

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“…Furthermore, learning outcome was measured using a questionnaire adapted from Buechner et al (2018) with Cronbach's alpha of 0.92. All of the questions were multiple choice and were presented on a 5-point Likert scale, from strongly disagree (1 point) to strongly agree (5 points).…”

Section: Introductionmentioning

confidence: 99%

The Opportunities and Challenges of Integrating Hologram Experiments into a Highly Visual Telepresence Course

Matere

Weng

Chien-Yu

et al. 2021

JPII

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Higher education is used to nurture advanced specialized training; however, nurturing innovative and practical ability is hard to put into practice. In experimental teaching, hands-on activities are offered to promote studentsâ€™ practical ability, leading to better-specialized training. This study aims to explore studentsâ€™ engagement, communication and collaborative skills, as well as learning outcomes by integrating hologram experiments into a university course. Eight university students participated in this study for 3-weeks. Hologram theory was taught in the first week, while in the second and third weeks, the students performed experiments. Pre- and post-test data were collected using questionnaires during the first and last week, respectively. Besides, in-depth interviews were conducted. The findings revealed that students were able to interact with each other, which promoted their engagement in experimenting. Moreover, teammates were able to communicate and collaborate effectively, which led to higher achievement in their learning outcomes. Despite the benefits reported, opportunities and challenges were identified for teachers and students to be aware of during hologram experiments to help them develop creative skills and develop an understanding of holography concepts.

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Section: Introductionmentioning

confidence: 99%

The Opportunities and Challenges of Integrating Hologram Experiments into a Highly Visual Telepresence Course

Matere

Weng

Chien-Yu

et al. 2021

JPII

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“…Self-based pride is an emotional response to intrapersonal improvement in performance over time, whereas social comparison-based pride is an emotional response to successfully outperforming others. Those pride facets comprise different underlying antecedents, such as frames of reference, achievement goals, and achievement values (Buechner et al, 2018). However, there are further critical antecedents that were not tested in the previous study.…”

Section: Introduction the Power And Affiliation Component Of Achievement Pridementioning

confidence: 86%

“…Antecedents of Self-Based Pride and Social Comparison-Based Pride Buechner et al (2018) developed the Achievement Pride Scales (APS) that assess two facets of pride, self-based pride, and social comparison-based pride. As mentioned above, self-based pride is defined as an emotional response to success in terms of doing well relative to how one has done previously (e.g., "I am proud when I can answer more questions correctly than before").…”

Section: Introduction the Power And Affiliation Component Of Achievement Pridementioning

confidence: 99%

The Power and Affiliation Component of Achievement Pride: Antecedents of Achievement Pride and Effects on Academic Performance

2019

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Previous research on the self-conscious achievement emotion pride introduces the Achievement Pride Scales (APS) that illustrate the relation of self-based pride and social comparison-based pride with frames of reference, achievement goals, and achievement values. The present study (N = 354) extends those results with regard to explicit achievement, affiliation, and power motives, as well as performance. Results show that self-based pride is related to self-approach goals, individual achievement values, as well as achievement and affiliation motives. Social comparison-based pride, in turn, is positively related to other-approach goals, social achievement values, as well as achievement and power motives. In addition, when controlling for those antecedent variables a positive effect of social comparison-based pride on academic performance disappears whereas a positive effect of self-based pride on academic performance appears. As such, the present work replicates and broadens the knowledge on achievement pride.

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“…Downward temporal comparisons can do so by highlighting how much children have improved over time. Such comparisons evoke favorable self-evaluation in adults (Wilson & Ross, 2000) and are theorized to be a source of pride in children (Buechner, Pekrun, & Lichtenfeld, 2018). Indeed, scholars have theorized that showing children how they have improved over time could make them feel competent (Butler, 1987) and proud (Weiner, 2005).…”

Section: Temporal Comparisonsmentioning

confidence: 99%

Better than my past self: Temporal comparison raises children’s pride without triggering superiority goals.

Gürel¹,

Brummelman²,

Sedikides³

et al. 2020

Journal of Experimental Psychology: General

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Western societies offer children many opportunities for downward social comparisons (i.e., comparing oneself favorably to others). Such comparisons make children feel proud of themselves but could inadvertently trigger a desire to be superior to others. How can children be made to feel proud without triggering a desire for superiority? We hypothesized that downward temporal comparisons (i.e., comparing one's current self favorably to one's past self) can make children feel proud and give them a sense of insight and progress, without triggering a desire for superiority. We randomly assigned 583 children (M age ϭ 11.65, SD ϭ 1.92) to engage in social comparisons (downward or upward), temporal comparisons (downward or upward), or no comparison. As hypothesized, downward social and temporal comparisons both made children feel proud, but only temporal comparisons did so without triggering superiority goals. Relative to social comparisons, temporal comparisons gave children a sense of progress and insight. These comparison effects were similar across middle-to-late childhood (ages 8-10), early adolescence (ages 11-13), and middle adolescence (ages 14-16). Collectively, our findings suggest that social comparisons contribute a competitive interpersonal orientation marked by a desire for superiority. Temporal comparisons, in contrast, shift children's goals away from being better than others toward being better than their own past selves.

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The Achievement Pride Scales (APS)

Cited by 14 publications

References 50 publications

The Opportunities and Challenges of Integrating Hologram Experiments into a Highly Visual Telepresence Course

The Opportunities and Challenges of Integrating Hologram Experiments into a Highly Visual Telepresence Course

The Power and Affiliation Component of Achievement Pride: Antecedents of Achievement Pride and Effects on Academic Performance

Better than my past self: Temporal comparison raises children’s pride without triggering superiority goals.

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