Social and emotional pathways to shame reduction: An RCT with preservice teachers

BACKGROUND: Shame is an unpleasant, activating emotion that has been shown to undermine learners' motivation and achievement and identity development in mathematics education. Recent studies have implemented positive psychology interventions (PPIs) to reduce preservice teachers' shame in mathematics, with promising quantitative outcomes. However, little is known about how such interventions operate within learners' emotional and social contexts. AIMS: This study aimed to replicate a PPI with preservice primary teachers, explicitly examining the social dynamics and individual experiences involved in reducing shame. SAMPLE: = 48). METHODS: Using a mixed-methods design (including an RCT in the quantitative part), we assessed changes in mathematics-related shame and qualitatively explored preservice teachers' emotional and relational experiences throughout the intervention. RESULTS: Findings show a significant reduction in shame in the experimental group compared to the control group, with a medium effect size (Cohen's d = .54). Self-efficacy or social integration did not moderate this effect. Qualitative analyses reveal that changes in shame were closely tied to students' experiences of pleasant emotions, social relations and shifts in self-perception as mathematics learners. CONCLUSIONS: Our findings underscore the importance of social-emotional processes in understanding the impact of interventions. We argue that targeting shame in teacher education requires emotional and social support as well as cognitive support to foster sustainable competence and self-development in mathematics.