The long‐term effect of social comparison on academic performance

Wehrens, M.J.P.W.; Kuyper, Hans; Dijkstra, Pieternel; Buunk, Abraham P.; Werf, Greetje van der

doi:10.1002/ejsp.706

Cited by 15 publications

(12 citation statements)

References 33 publications

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“…We have the same concerns as Wehrens et al (2010) in that the relationship between social comparisons and academic achievement, or in our case confidence, may not be causal in nature. Although it intuitively seems likely that a causal relationship is likely to exist, the data are correlational.…”

Section: Causality Concernsmentioning

confidence: 78%

“…Blanton et al proposed that seeing a competent person can provide information on how to improve one's own performance. This was echoed in the study by Wehrens et al (2010), who argued that for upwards social comparisons to be motivating the higher level of performance has to seem attainable, and that requires a degree of self-confidence.…”

Section: Social Comparison and Academic Achievementmentioning

confidence: 99%

“…In an extensive study lasting two years, B. D. Pulford et al Wehrens et al (2010) showed that in 95% of cases students socially compared with a student of the same gender. They also concluded ''that that the more upward or the less downward students compared themselves, the higher their academic performance was 2 years later, as indicated by their test scores for reading comprehension and mathematics'' (p. 1168).…”

Section: Social Comparison and Academic Achievementmentioning

confidence: 99%

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Do social comparisons in academic settings relate to gender and academic self-confidence?

2018

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This paper reports the development of an Academic Social Comparison Scale (ASCS) to measure students' tendencies to socially compare themselves with other students in an educational setting. The 27-item ASCS was then measured in relation to academic self-confidence in a sample of University students, using the Individual Learning Profile (ILP) scale. The study found that making downward academic social comparisons was not very commonly reported and did not relate to academic confidence in any domain measured. Confidence in numeracy, speaking, and hard IT were, however, significantly lower in those students who tended to make more upward social comparisons. The results also showed that the less students reported that they socially compared in general, the more confident they were in reading, writing, and time management. All three subscales of the ASCS showed good reliability when tested 6-9 weeks later. The ASCS showed that female students tended to make more upward academic social comparisons and less downward academic comparisons than male students. In domains such as reading and writing people's confidence was higher if they made fewer academic social comparisons (irrespective of direction), and gender was not an important factor. Results also showed that academic confidence was neither higher nor lower in students who reported making more downwards academic comparisons. This study demonstrates the negative impact on confidence of upward social comparisons, and introduces a

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Section: Causality Concernsmentioning

confidence: 78%

Section: Social Comparison and Academic Achievementmentioning

confidence: 99%

Section: Social Comparison and Academic Achievementmentioning

confidence: 99%

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Do social comparisons in academic settings relate to gender and academic self-confidence?

2018

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“…In such cases, these comparisons can lead to direct coping through improved performance in the domain of comparison (e.g. Marx & Roman, 2002; Seta, 1982; Wehrens, Kuyper, Dijkstra, Buunk, & Van Der Werf, 2010). For instance, Blanton, Buunk, Gibbons, and Kuyper (1999) found that students who compared themselves to higher‐ versus lower‐performing classmates subsequently improved in the same academic domain.…”

Section: Conceptual Developmentmentioning

confidence: 99%

“I'd like to be that attractive, but at least I'm smart”: How exposure to ideal advertising models motivates improved decision‐making

Sobol

Darke

2014

J Consum Psychol

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The use of idealized advertising models has been heavily criticized in recent years. Existing research typically adopts a social comparison framework and shows that upward comparisons with models can lower self‐esteem and affect, as well as produce maladaptive behavior. However, the alternative possibility that consumers can cope with threatening advertising models by excelling in other behavioral domains has not been examined. The present research draws on fluid compensation theory (Tesser, 2000) and shows that idealized models motivate improved performance in consumer domains that fall outside that of the original comparison. These more positive coping effects operate through self‐discrepancies induced by idealized models, rather than self‐esteem or negative affect. Specifically, self‐discrepancies motivate consumers to improve decision‐making by: 1) making more optimal choices from well‐specified consideration sets, and 2) better self‐regulating indulgent choices. More broadly, the current research integrates and extends theories of fluid compensation and self‐discrepancy, as well as provides a more complete picture of the ways in which consumers cope with idealized advertising models.

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“…High school environments can have a strong social impact on students, largely because of time spent on campus, the impressionable age of students, and the desire to conform to peer norms and pressures. Because comparisons and rankings are commonplace in many school systems and often linked to rewards and accommodations, making social comparisons may become engrained within students and transcend the high school years 42,43 . While many schools adopt ranking systems based on academic performance, evidence shows influences external to merit alone factor into teacher and administrative rankings such as perceived popularity and sport performance, 44 which may exacerbate social comparisons and competition.…”

Section: Discussionmentioning

confidence: 99%

Self‐Perceptions, Normative Beliefs, and Substance Use Associated With High School Girls Comparing Themselves to Peers

Merianos

Mahabee‐Gittens

Jacobs

et al. 2021

Journal of School Health

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BACKGROUND We assessed whether self‐descriptions, self‐perceptions, perceived substance use of friends, and actual substance use were associated with high school girls' frequency of making social comparisons to peers. METHODS We analyzed data from the Adolescent Health Risk Behavior Survey data for 357 high school girls using multinomial logistic regression. RESULTS Compared to those who “never/rarely” made social comparisons, participants who self‐described as fearing something constantly (p = .014) and forced to imitate the people they like (p = .009) were more likely to “usually” compare themselves to peers. Participants who described themselves as feeling forced to imitate the people they like (p = .022), were not the person they would like to be (p = .005), and did not remain calm under pressure (p = .010), were more likely to “often/always” make social comparisons. Participants who perceived themselves as unattractive (p = .034) and self‐centered (p = .016) were more likely to “often/always” make social comparisons. Participants who perceived a larger proportion of friends use illicit drugs were less likely to “usually” make social comparisons (p = .027). Participants who perceived a larger proportion of friends drink alcohol were more likely to “often/always” make social comparisons (p = .018). CONCLUSIONS Girls who perceive and describe themselves more negatively are at increased odds of making social comparisons to peers.

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The long‐term effect of social comparison on academic performance

Cited by 15 publications

References 33 publications

Do social comparisons in academic settings relate to gender and academic self-confidence?

Do social comparisons in academic settings relate to gender and academic self-confidence?

“I'd like to be that attractive, but at least I'm smart”: How exposure to ideal advertising models motivates improved decision‐making

Self‐Perceptions, Normative Beliefs, and Substance Use Associated With High School Girls Comparing Themselves to Peers

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