3-year-old children were presented with easy and difficult tasks and their emotional responses of shame and pride were observed. No shame was shown when subjects succeeded on the tasks and no pride was shown when they failed. Significantly more shame was shown when subjects failed easy tasks than when they failed difficult tasks, and significantly more pride was shown when subjects succeeded on difficult than on easy tasks. While there were no sex differences in task failures, girls showed more shame than boys. There were no sex differences in pride when subjects succeeded.
This study examined the role that everyday academic successes and failures—and the interactions with family members and peers that follow these events—play in predicting day-to-day changes in children's emotional responses to school. Middle school students (N = 101; mean age = 11.62 years) completed daily assessments of their academic experiences, performance disclosures, perceptions of emotional support, and school-related affect. Data were analyzed using hierarchical linear modeling. Results indicated that students’ daily academic experiences and social interactions varied by both sex and interaction partner, and that students’ daily academic experiences and social interactions were predictive of day-to-day changes in both positive and anxious affect. The implications of these findings for students’ interpersonal relationships and school adjustment are discussed.
Berzelius failed to make use of Faraday's electrochemical laws in his laborious determination of equivalent weights.