The effect of social comparison information on learned helpless and mastery‐oriented children in achievement settings

Hokoda, Audrey; Fincham, Frank D.; Diener, Carol

doi:10.1002/ejsp.2420190604

Cited by 11 publications

(11 citation statements)

References 40 publications

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“…However, in reviewing the literature, we also found that social comparison in the classroom-in particular, upward comparison-may enhance negative affect (e.g., Bossong, 1985;Butler, 1989;Buunk et al, 2005;Hokoda et al, 1989) and lower academic self-concept (e.g., Crabtree & Rutland, 2001;Dickhäuser & Galfe, 2004;Felson & Reed, 1986; for studies on the BFLPE, see Marsh, 1984, e.g. ) by reminding students that they are inferior.…”

Section: Resultsmentioning

confidence: 77%

Social Comparison in the Classroom: A Review

Dijkstra

Kuyper

Werf

et al. 2008

Review of Educational Research

284

200

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This article reviews research conducted on social comparison processes in the classroom since Festinger proposed his theory of social comparison. It covers the theoretical framework of social comparison theory, and it is organized around the following themes: motives for social comparison, dimensions of social comparison, direction of social comparison, and consequences of social comparison. The overall picture is an emerging one in which pupils prefer to compare their performances upward-specifically, with pupils who perform better than themselves but who resemble themselves on related and unrelated attributes. Although the magnitude of the effects of social comparison in the classroom is not examined, the review suggests that such upward comparisons not only lead pupils to perform better but evoke negative affect and lower academic self-concept. Topics discussed include inconsistencies (especially with regard to the direction of comparison and the motives underlying social comparison in the classroom), practical implications, and directions for future research.

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Section: Resultsmentioning

confidence: 77%

Social Comparison in the Classroom: A Review

Dijkstra

Kuyper

Werf

et al. 2008

Review of Educational Research

284

200

View full text Add to dashboard Cite

show abstract

“…For example, people who are afraid of, or anxious about failure in challenging and demanding situations, and therefore seek to avoid them, are shown to be low achievers (Jones & Berglas, 1978; Midgley, Arumkumar & Urdan, 1996; Miller, 1987). On the other hand, those who are optimistic and make an active effort to deal with a challenging situation turn out to be high achievers (Aspinwall & Taylor, 1997; Cantor, 1990; Diener & Dweck, 1978; Hokoda & Fincham, 1995; Hokoda, Fincham & Diener, 1989; Pintrich & DeGroot, 1990). Another important factor that has been shown to influence adolescents’ academic achievement and problems at school is their peers and friends.…”

Section: Introductionmentioning

confidence: 99%

Achievement strategies in peer groups and adolescents’ school adjustment and norm‐breaking behavior

Määttä

Stattin

Nurmi

2006

Scandinavian J Psychology

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The present study examined the extent to which the achievement strategies deployed by adolescents, and those used by their peers would predict adolescents' school adjustment, academic achievement and problem behavior. The participants were 287 14-15-year-old comprehensive school students (121 boys and 165 girls) from a middle-sized town in central Sweden. The results showed that not only the maladaptive strategies used by adolescents, but also those reported by their peers predicted adolescents' norm-breaking behavior, low school adjustment and low level of achievement: high levels of failure expectations and task-avoidance among adolescents' peers were positively associated with adolescents' own norm-breaking behavior, and indirectly via this, also with their maladjustment at school and low grades. These associations were found after controlling for the impact of adolescents' own achievement strategies.

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“…In addition, future studies may explore potential moderators of the relationship between social comparison and academic achievement. Possible moderators are, for instance, the level of psychological closeness (Guay, Boivin & Hodges, 1999;Huguet et al, 2001), attributional style (e.g., Hokoda, Fincham & Diener, 1989) and reciprocity of comparison choices (Lubbers et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

The long‐term effect of social comparison on academic performance

Wehrens

Kuyper

Dijkstra

et al. 2010

Euro J Social Psych

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The present study was part of a large-scale cohort study among several thousand students in the Netherlands. The purpose of the study was to investigate the long-term effects of comparison choice, i.e., comparison with a target performing better or worse than oneself, and academic comparative evaluation, i.e., the extent to which one thinks one's performance is better or worse than that of others, on scores on standardized tests for reading comprehension and mathematics. While controlling for earlier performance, the results showed that both comparison choice and academic comparative evaluation positively predicted test scores over a period of 2 years. Moreover, it was found that the positive effect of comparison choice only applied to students with a favorable comparative evaluation.

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The effect of social comparison information on learned helpless and mastery‐oriented children in achievement settings

Abstract: The present study investigates

Cited by 11 publications

References 40 publications

Social Comparison in the Classroom: A Review

Social Comparison in the Classroom: A Review

Achievement strategies in peer groups and adolescents’ school adjustment and norm‐breaking behavior

The long‐term effect of social comparison on academic performance

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