Psychometric Analysis of the Farsi Version of the Academic Pride Scale in Students

Document Type : Original Article

Authors

1 Ph.D. in Educational Psychology, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.

2 M.D. in Educational Psychology, Shahid Chamran University, Ahvaz, Iran.

Abstract

Aim: Pride, as a self-conscious achievement emotion, is commonly experienced in the achievement context and is crucial for understanding achievement motivation and performance in learners. This study aimed to investigate the psychometric properties of the Persian version of the Academic Pride Scale among Iranian university students.
 
Method: In this correlational study, 250 students (140 females and 110 males) were recruited using the convenience sampling method. They completed the Achievement Goal Questionnaire-Revised (Elliot & Murayama, 2008), the Stress Appraisal Measure-Revised (Rowley, Roesch, Jurica & Vaughn, 2005), and the Academic Pride Scale (Buechner, Pekrun & Lichtenfeld, 2018).
 
Results: Confirmatory factor analysis supported the internal validity of the academic pride scale, replicating its two-factor structure—self-based pride and social comparison-based pride. Furthermore, findings regarding the associations of academic pride facets with achievement goals and cognitive appraisal processes provided additional evidence for the external validity of the academic pride scale.
 
Conclusion: The study's findings were consistent with the control-value theory of achievement emotions, emphasizing the need to analyze and understand the functional characteristics of the academic pride construct in the realm of positive and negative achievement emotions. The study also provided defensible evidence supporting the analysis of achievement emotions in both single emotions focused on a particular experience and in the field of multiple positive and negative emotions.

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Main Subjects

References

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