An Exploration Into Authentic Pride and STEM Learning

• In Event: AERA Roundtable Session 11
  In Roundtable Session: The Role of Student Well-Being and Emotions in Learning

Abstract

The current study explored if/how authentic pride-related variables are associated with students’ STEM learning following pride induction. In a randomized controlled trial, participants were randomly assigned to one of three different conditions: quantitative feedback (i.e., numerical feedback), qualitative feedback (i.e., verbal feedback), or control (i.e., no feedback). Furthermore, all participants completed tests of individual differences (e.g., causal dimension questionnaire). Results revealed a significant difference in the amount of authentic pride as a function of condition. Additionally, significant interactions were discovered between our experimental manipulation and learner individual differences.

Author

• Jeremiah Ray Sullins, Harding University