Achievement orientations from subjective histories of success: Promotion pride versus prevention pride

A new task goal elicits a feeling of pride in individuals with a subjective history of success, and this achievment pride produces anticipatory goal reactions that energize and direct behavior to approach the task goal. By distinguishing between promotion pride and prevention pride, the present paper extends this classic model of achievement motivation. Regulatory focus theory (Higgins, 1997 ) distinguishes between a promotion focus on hopes and accomplishments (gains) and a prevention focus on safety and responsibilities (non‐losses). We propose that a subjective history of success with promotion‐related eagerness (promotion pride) orients individuals toward using eagerness means to approach a new task goal, whereas a subjective history of success with prevention‐related vigilance (prevention pride) orients individuals toward using vigilance means to approach a new task goal. Studies 1–3 tested this proposal by examining the relations between a new measure of participants' subjective histories of promotion success and prevention success (the Regulatory Focus Questionnaire (RFQ)) and their achievement strategies in different tasks. Study 4 examined the relation between participants' RFQ responses and their reported frequency of feeling eager or vigilant in past task engagements. Study 5 used an experimental priming technique to make participants temporarily experience either a subjective history of promotion success or a subjective history of prevention success. For both chronic and situationally induced achievement pride, these studies found that when approaching task goals individuals with promotion pride use eagerness means whereas individuals with prevention pride use vigilance means. Copyright © 2001 John Wiley & Sons, Ltd.     

Pride and prejudice: how feelings about the self influence judgments of others

The present research demonstrates that pride has divergent effects on prejudice, exacerbating or attenuating evaluative biases against stigmatized groups, depending on the form of pride experienced. Specifically, three experiments found that hubristic pride--associated with arrogance and self-aggrandizement--promotes prejudice and discrimination, whereas authentic pride--associated with self-confidence and accomplishment--promotes more positive attitudes toward outgroups and stigmatized individuals. Findings generalized to discriminatory judgments (Experiment 2) and were found to be mediated by empathic concern for the evaluative target. Together, these experiments suggest that pride may be a cause of everyday prejudice and discrimination but that these social consequences depend on whether hubristic or authentic pride is experienced, and the degree to which empathic concern is subsequently aroused.     

How Learning Goal Orientation Fosters Leadership Recognition in Self‐Managed Teams: A Two‐Stage Mediation Model

Defined as a mental framework for how individuals interpret and respond to achievement situations, learning goal orientation (LGO) has received increasing attention in organisational research. However, its effect on leadership, especially in contexts absent of formal leadership, remains understudied. Drawing on social exchange theory, we propose and test an individual‐level two‐stage process model of generalised exchange linking LGO and leadership recognition in self‐managed teams. Specifically, we posit that learning‐oriented individuals will tend to feel safer in self‐managed teams, which will enable and sustain their engagement in contextual role behavior. Such behavior, in turn, will be reciprocated with recognition of these individuals as leaders. We use a multiphase, multi‐informant approach (n = 287), and we find that felt safety mediates the effect of LGO on contextual role behavior, but that contextual role behavior alone does not mediate the effect of LGO on leadership recognition. LGO has an indirect effect on leadership recognition through the joint mediation of felt safety and contextual role behavior. Our results offer insight on the link between LGO and leadership, with practical implications for people working in self‐managed teams.     

自豪的结构、测量、表达与识别

自豪是个体把一个成功事件或积极事件归因于自身能力或努力的结果时所产生的一种积极的主观情绪体验。自豪作为一种自我意识情绪,具有双维结构,可以分为真实的自豪和自大的自豪。自豪的非言语表达和识别具有跨文化的普遍性。对自豪的测量,目前大多采用自我评定和非言语表达编码两种方式。     

On passion and moral behavior in achievement settings: The mediating role of pride

The Dualistic Model of Passion (Vallerand et al. in J Person Soc Psychol 85:756–767, 2003) distinguishes two types of passion: harmonious passion (HP) and obsessive passion (OP) that predict adaptive and less adaptive outcomes, respectively. In the present research, we were interested in understanding the role of passion in the adoption of moral behavior in achievement settings. It was predicted that the two facets of pride (authentic and hubristic; Tracy and Robins in J Person Soc Psychol, 92:506–525, 2007) would mediate the passion-moral behavior relationship. Specifically, because people who are passionate about a given activity are highly involved in it, it was postulated that they should typically do well and thus experience high levels of pride when engaged in the activity. However, it was also hypothesized that while both types of passion should be conducive to authentic pride, only OP should lead to hubristic pride. Finally, in line with past research on pride (Carver et al. in J Res Person 44:698–703, 2010; Tracy et al. in Self Identity 8:196–213, 2009), only hubristic pride was expected to negatively predict moral behavior, while authentic pride was expected to positively predict moral behavior. Results of two studies conducted with paintball players (N = 163, Study 1) and athletes (N = 296, Study 2) supported the proposed model. Future research directions are discussed in light of the Dualistic Model of Passion.     

Pride and Moral Responsibility

Having the emotion of pride requires taking oneself to stand in some special relation to the object of pride. According to agency accounts of this pride relation, the self and the object of pride are suitably related just in case one is morally responsible for the existence or excellence of the object of one's pride. I argue that agency accounts fail. This argument provides a strong prima facie defence of an alternate account of pride, according to which the self and the object of pride are suitably related just in case one's relation to the object of pride indicates that one's life accords with some of one's personal ideals. I conclude that the pride relation, though distinct from the relation of moral responsibility, is nonetheless a relation of philosophical interest that merits further attention. 1 … the objects which excite these passions [pride and humility], are very numerous, and seemingly very different from each other. Pride or self‐esteem may arise from the qualities of the mind; wit, good‐sense, learning, courage, integrity: from those of the body; beauty, strength, agility, good mien, address in dancing, riding, fencing: from external advantages; country, family, children, relations, riches, houses, gardens, horses, dogs, cloaths. [I] afterwards proceed to find out that common circumstance, in which all these objects agree, and which causes them to operate on the passions. —David Hume 2     

真实自豪对人际信任的影响:一个有调节的中介模型

采用整群随机抽样法对四川某医科大学与重庆某综合类大学553名大一到大三的学生进行施测,运用结构方程模型技术考察了自豪与社会支持、拒绝敏感性、人际信任之间的关系。结果发现：（1）社会支持在真实自豪和人际信任之间起完全中介的作用,真实自豪通过社会支持对人际信任间接产生影响;（2）拒绝敏感性对社会支持的中介作用起到调节作用,即社会支持对人际信任的影响随着个体拒绝敏感性水平的降低而提升;（3）自大自豪对个体的人际信任水平没有预测作用。     

Achievement Emotions: A Control-Value Approach

Emotions are ubiquitous in achievement settings. Apart from test anxiety research and attributional studies, psychological research has neglected these emotions. We argue that more research on the functions, origins, and regulation of achievement emotions is needed, addressing both outcome emotions related to success and failure, such as hope, pride, anxiety, shame, and hopelessness, and activity emotions such as the enjoyment and boredom experienced in achievement settings. Using Pekrun’s (2006) control-value theory of achievement emotions as a theoretical framework, we first outline a three-dimensional (object focus × valence × activation) taxonomy of achievement emotions. We then summarize research on the individual and social origins of these emotions, arguing that control appraisals, value appraisals, achievement goals, and related contextual factors are of specific relevance for achievement emotion arousal. Next, the importance of emotions for achievement behavior and performance is addressed. In conclusion, we discuss the regulation and modification of achievement emotions and their relative universality across genders, settings, and cultures.     

Evidence for two facets of pride in consumption: Findings from luxury brands

This paper documents the multifaceted nature of pride in consumer behavior. Drawing on recent psychological research on pride, we provide evidence for two separate facets of pride in consumption. In a series of studies, we propose a model wherein luxury brand consumption and pride are systematically interrelated. Whereas authentic (but not hubristic) pride leads to a heightened desire for luxury brands, hubristic (but not authentic) pride is the outcome of these purchases, and is the form of pride signaled to observers by these purchases. Further, we show that these effects are generally exacerbated for those low in narcissism. These findings shed new light on why consumers purchase luxury brands, highlighting a paradox: these purchases may be sought out of heightened feelings of accomplishment (and not arrogance), but they instead signal arrogance to others (rather than accomplishment).     

The prototypical pride expression: development of a nonverbal behavior coding system

This research provides a systematic analysis of the nonverbal expression of pride. Study 1 manipulated behavioral movements relevant to pride (e.g., expanded posture and head tilt) to identify the most prototypical pride expression and determine the specific components that are necessary and sufficient for reliable recognition. Studies 2 and 3 tested whether the 2 conceptually and empirically distinct facets of pride ("authentic" and "hubristic"; J. L. Tracy & R. W. Robins, 2007a) are associated with distinct nonverbal expressions. Results showed that neither the prototypical pride expression nor several recognizable variants were differentially associated with either facet, suggesting that for the most part, authentic and hubristic pride share the same signal. Together these studies indicate that pride can be reliably assessed from nonverbal behaviors. In the Appendix, the authors provide guidelines for a pride behavioral coding scheme, akin to the Emotion Facial Action Coding System (EMFACS; P. Ekman & E. Rosenberg, 1997) for assessing "basic" emotions from observable nonverbal behaviors.     

The link between dispositional pride and creative thinking depends on current mood

Pride has long been considered a characteristic of creative geniuses, but the link between pride and creative thinking has yet to be systematically examined. In Study 1, we found that authentic pride related positively, whereas hubristic pride related negatively to creative thinking, assessed using the Unusual Uses Task, a behavioral measure of creative thinking. In Study 2, we found that the relation between pride and creativity depends on current mood. Specifically, authentic pride was most strongly related to creativity in the happiness condition, whereas hubristic pride was most strongly related to creativity in the anger condition. We discuss implications for understanding the affective processes underlying creativity and the adaptive and maladaptive consequences of pride.     

Associations Between Delay Discounting and Risk‐Related Behaviors,Traits, Attitudes,and Outcomes

Delay discounting—preference for immediate, smaller rewards over distal, larger rewards—has been argued to be part of the “generality of deviance”, which describes the co‐occurrence of various forms of impulsive and risky behaviors among individuals. Some studies have linked laboratory‐measured delay discounting to behaviors, traits, attitudes, and outcomes associated with risk, but these associations have been inconsistent. Furthermore, many of these studies have been conducted with exclusively undergraduate samples, or in samples offering low statistical power. In a large community sample (n = 328) diverse in age and socioeconomic status, we examined associations between two measures of behavioral delay discounting (single‐shot and canonical k‐parameter estimation) and behavioral risk‐taking, personality traits associated with risk, domain‐specific risk attitudes, gambling and problem gambling, antisocial behavior, and criminal outcomes. In addition, we explored whether a novel response time latency measure of delay discounting explained variance in these risk‐related outcomes. Results indicated that behavioral delay discounting was consistently associated with all variables related to impulse control: high trait impulsivity, low trait self‐control, risk‐averse attitudes toward financial investment, risk‐prone attitudes toward gambling and health/safety risks, gambling and problem gambling, antisocial conduct, and criminal outcomes. Latency‐measured delay discounting was inconsistently associated with behavioral delay discounting and risk‐related measures. Together, results suggest that delay discounting is associated with poor impulse control consistent with a generality of deviance account. Copyright © 2016 John Wiley & Sons, Ltd.     

How the Consideration of Positive Emotions Influences Persuasion: The Differential Effect of Pride Versus Joy

Although pride and joy are both positive emotions, we expected their consideration to affect persuasion differently because of the different perspectives (near vs. distant) and level of abstractness they involve, with pride being more abstract than joy. Therefore, we predicted that when the attitude object is construed at a high level rather than a low level, the consideration of pride is likely to promote more persuasion than the consideration of joy. In three studies, we found that the consideration of pride, when featured in the persuasion message (Studies 1a and 1b) or incidentally (Study 2), increased persuasion more than did the consideration of joy, when the persuasion object was temporally distant compared with temporally near (Studies 1a and 1b) or construed as a high‐level category compared with a more concrete individual (Study 2). These findings advance our understanding of the ways in which specific emotions may affect persuasion, beyond valence. Copyright © 2014 John Wiley & Sons, Ltd.     

“Patriotism à la Carte”: Perceived Legitimacy of Collective Guilt and Collective Pride as Motivators for Political Behavior

Intergroup emotions motivate behavior, yet little is known about how people perceive these emotional experiences in others. In three experiments (Ns = 109, 179, 246), we show that U.S. citizens believe collective guilt is an illegitimate emotional motivator for ingroup political behavior, while collective pride is legitimate. This differential legitimacy is due to the perception that collective guilt violates the norm of group interest, while collective pride adheres to it; those who believe ingroup interests are more important than outgroups’ exhibited this illegitimacy gap. The perception that the intergroup emotion promoted ingroup entitativity mediated the relationship between emotion (pride vs. guilt) and legitimacy; this relationship was especially strong for those high in the belief in the norm of group interest. Collective guilt can have prosocial consequences, yet the perception that it is illegitimate may hinder such consequences from being realized.     

Task Enjoyment: A Mediator Between Achievement Motives and Performance

Task enjoyment is an important component in social cognitive theories of achievement motivation and intrinsic motivation. Combining these theories with the classic achievement-motivation theory we predicted that task enjoyment and its facilitating behavioral manifestations are associated with an approach-oriented achievement motive and only when individuals anticipate forthcoming competence feedback. In the present study we regarded task enjoyment as a mediator between the achievement motive and performance. First, a two-way ANOVA design was adopted. Success-motivated individuals performed better in a reaction task than failure-motivated individuals, and they reported more task enjoyment during performance. This relationship was not dependent on whether competence information had been announced or not. Second, path analyses showed as expected that the relationship between achievement motivation and performance was mediated by task enjoyment. This mediation was observed only under the condition that individuals expected competence feedback. These results were discussed considering current theories of achievement motivation and intrinsic motivation. It is shown that the findings enrich the related nomological networks in some important ways.     

Destructive Criticism Revisited: Appraisals,Task Outcomes,and the Moderating Role of Competitiveness

Destructive criticism is negative feedback that is inconsiderate in style and content, which exists at the intersection of performance feedback and interpersonal mistreatment. The current research integrates these literatures with an investigation of the effects of destructive versus constructive criticism from a co‐worker on recipients' relational appraisals, emotions, and task outcomes. Drawing from theorising about cognitive appraisals after personal affronts, we first propose that those who experience destructive criticism are more likely than those who experience constructive criticism to (a) perceive that the feedback‐giver intended to harm them, (b) blame the feedback‐giver, (c) distrust the feedback‐giver, and (d) feel anger. Second, with regard to task‐related outcomes, we extend research on trait moderators of feedback responses to the study of destructive criticism. We draw from feedback intervention theory ( Kluger & DeNisi, 1996 ) regarding how feedback may alter the locus of attention to be either self‐ or task‐focused, and investigate a trait that may shift one's attention to the self after destructive criticism. Specifically, we proposed that trait competitiveness—i.e. a desire to win over others—interacts with type of criticism to predict task‐related outcomes. The results of two experiments—a scenario study and a behavioral experiment—provide support for our arguments.     

Body-related pride in young adults: An exploration of the triggers,contexts, outcomes and attributions

This study explored body-related emotional experiences of pride in young adult males (n = 138) and females (n = 165). Data were collected using a relived emotion task and analyzed using inductive content analysis. Thirty-nine codes were identified and grouped into six categories (triggers, contexts, cognitive attributions, and affective, cognitive, and behavioral outcomes) for each of two themes (hubristic and authentic pride). Hubristic pride triggers included evaluating appearance/fitness as superior. Cognitions centered on feelings of superiority. Behaviors included strategies to show off. Triggers for authentic pride were personal improvements/maintenance in appearance and meeting or exceeding goals. Feeling accomplished was a cognitive outcome, and physical activity was a behavioral strategy. Contexts for the experience of both facets of pride primarily involved sports settings, swimming/beach, and clothes shopping. These findings provide theoretical support for models of pride as it applies to body image, and advances conceptual understanding of positive body image.     

Behavioral Self‐Regulation,Early Academic Achievement,and the Effectiveness of Urban Schools for Low‐Income Ethnic Minority Children

The independent and joint associations between child behavioral self‐regulation ability and school effectiveness in relation to academic achievement were examined in a sample of low‐income African American (n = 132) and Latino (n = 198) children attending kindergarten and first grade across a large metropolitan area. Child behavioral self‐regulation and school effectiveness were positively associated with both reading and mathematics performance. School effectiveness moderated the effect of behavioral self‐regulation on reading but not math achievement. Lower child behavioral self‐regulation during early elementary school was associated with lower reading achievement the following year but only among children attending less effective schools. Behavioral self‐regulation was not related to reading achievement among children attending more effective schools. Implications of these findings for policies addressing disparities in early academic achievement are discussed.     

Ethnic Inequality and National Pride

This article examines patterns in individual attachments towards the nation‐state in multiethnic countries. Specifically, we examine the effect of between‐ethnic‐group political and economic inequality on these attachments. Pairing attitudinal data from the sixth and most recent wave of the World Values Survey, administered between 2010 and 2012, with ethnicity measures from the Ethnic Power Relations dataset, we show that between‐ethnic‐group political inequality significantly weakens national pride and identity, but between‐ethnic‐group economic inequality does not have a similar effect. Our findings provide robust support for the view that ethnic‐group separatism in divided societies is motivated, not by the quest for economic power, but by considerations of lost status and dignity that can only be recovered through ownership in state institutions. Hence, the binding constraint on national integration in these settings is political, not economic, inequality.     

Causal uncertainty,claimed and behavioural self‐handicapping

Background: Causal uncertainty beliefs involve doubts about the causes of events, and arise as a consequence of non‐contingent evaluative feedback: feedback that leaves the individual uncertain about the causes of his or her achievement outcomes. Individuals high in causal uncertainty are frequently unable to confidently attribute their achievement outcomes, experience anxiety in achievement situations and as a consequence are likely to engage in self‐handicapping behaviour. Aims: Accordingly, we sought to establish links between trait causal uncertainty, claimed and behavioural self‐handicapping. Sample: Participants were N=72 undergraduate students divided equally between high and low causally uncertain groups. Method: We used a 2 (causal uncertainty status: high, low) × 3 (performance feedback condition: success, non‐contingent success, non‐contingent failure) between‐subjects factorial design to examine the effects of causal uncertainty on achievement behaviour. Following performance feedback, participants completed 20 single‐solution anagrams and 12 remote associate tasks serving as performance measures, and 16 unicursal tasks to assess practice effort. Participants also completed measures of claimed handicaps, state anxiety and attributions. Results: Relative to low causally uncertain participants, high causally uncertain participants claimed more handicaps prior to performance on the anagrams and remote associates, reported higher anxiety, attributed their failure to internal, stable factors, and reduced practice effort on the unicursal tasks, evident in fewer unicursal tasks solved. Conclusions: These findings confirm links between trait causal uncertainty and claimed and behavioural self‐handicapping, highlighting the need for educators to facilitate means by which students can achieve surety in the manner in which they attribute the causes of their achievement outcomes.