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Front. Educ. | doi: 10.3389/feduc.2018.00107

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

 Vanessa L. Buechner1*, Veronika Stahn1 and  Kou Murayama2
  • 1Ludwig Maximilian University of Munich, Germany
  • 2University of Reading, United Kingdom

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.

Keywords: pride, motives, Achievement emotion, Achievement values, achievement goals

Received: 27 Jul 2018; Accepted: 15 Nov 2018.

Edited by:

Meryem YILMAZ SOYLU, University of Nebraska-Lincoln, United States

Reviewed by:

Nikos Chatzisarantis, Curtin University, Australia
Hu Jian, Jiangxi University of Finance and Economics, China  

Copyright: © 2018 Buechner, Stahn and Murayama. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Vanessa L. Buechner, Ludwig Maximilian University of Munich, Munich, Germany, vanessa.buechner@psy.lmu.de