Self-evaluative effects of dimensional and social comparison

Are students' math and verbal motivational beliefs malleable? The role of praise in dimensional comparisons

To determine their academic strengths and weaknesses, students compare their own performance across domains (e.g., math vs. English), a process referred to as dimensional comparisons. For example, individuals' higher-scoring English performance may negatively affect their math motivational beliefs (competence self-concepts and intrinsic values), resulting in favoritism toward English. Students' motivation can also be affected by praise from adults. However, praise in one domain (e.g., English) may have unexpected negative effects on motivation in the contrasting domain (e.g., math) through dimensional comparisons. We experimentally investigated the impact of receiving praise in only one domain on students' domain-specific motivational beliefs. We hypothesized that students would have higher motivational beliefs in the praised domain and lower motivational beliefs in the non-praised domain compared with students who received no praise. Seventh- to ninth-graders (10- to 15-year-olds; N = 108; 46 girls; 92 living in the United States; 84.8% White, 2.9% Asian or Asian American, 2.9% Black or African American, 9.5% multiple races; parents' education range: 13-18 years) showed heightened verbal competence self-concepts after receiving praise on either verbal or math performance. College students (first to fifth year; N = 109; 89 women; 105 living in the United States; 58.9% White, 21.5% Asian or Asian American, 10.3% Black or African American, 5.6% multiple races, 3.7% other races) showed higher verbal intrinsic values after receiving praise on verbal performance. Results supported positive effects of praise in the verbal domain only and were inconsistent with the predicted negative effects on the non-praised domain. We suggest that students' verbal motivational beliefs are more malleable than math beliefs when receiving disproportionate praise.

Effects of Social Exclusion on Self-Evaluation: Domain Discrepancy Based on the Big Two Model

Prior studies have demonstrated the detrimental effects of social exclusion on an individual's self-perception. Nonetheless, existing literature has predominantly focused on its impact on global self-esteem, often neglecting the nuanced effects of various reasons for social exclusion on distinct dimensions of self-evaluation, such as agency and communion. Based on the Big Two model perspective, the present research aims to examine the differential impacts of social exclusion on the distinct dimensions of self-evaluation, namely agency and communion, considering the reasons for social exclusion. It is hypothesized that social exclusion affects different facets of self-evaluation-agency and communion-depending on the context of exclusion. Study 1 identified negative correlations between perceived social exclusion and self-evaluation measures through questionnaires, including global self-esteem and the self-concepts of agency and communion, within a sample of 483 participants (283 females). Studies 2a (n = 93; 75 females) and 2b (n = 91; 66 females), which employed a recall paradigm to manipulate social exclusion in the domains of communion and agency, respectively, revealed that communion exclusion diminished communal self-evaluation, and agency exclusion significantly reduced both agentic and communal self-evaluation. These findings highlight the necessity of distinguishing various types of social exclusion and their distinct effects on the dimensions of self-concept. The research has important implications for the development of interventions aimed at enhancing individual psychological well-being and promoting inclusive social environments.

Dimensional and social comparisons in a health fitness context

Whereas prior research has found that people are influenced by both internal (e.g., dimensional) and external (e.g., social) comparative information in academic contexts, we experimentally examined the influence of such comparisons in a health fitness context. Participants engaged in "physical and mental fitness" tasks (e.g., performing sit-ups, memorizing words) and were randomly assigned to receive (1) social comparative feedback indicating their physical or mental fitness was better or worse than their peers or (2) dimensional comparative feedback indicating their performance in a target domain (e.g., mental fitness) was better or worse than a referent domain (e.g., physical fitness). Results showed that participants who made upward comparisons had lower fitness self-evaluations and more negative (less positive) emotional reactions to the feedback for the target domain, with the effect being nominally stronger for social than dimensional comparisons and for mental than physical fitness. Findings are discussed in the context of comparison-based models and health behavior theories.

Maintaining her image: A social comparative evaluation of the particularity of mothers in the Chinese cultural context

In Chinese culture, the mother holds a special meaning in one's self-concept, and is perceived as being stablyincorporated into and consistent with the self. However, it is unclear whether the evaluation of mothers by individuals is affected following the initiation of upward and downward social comparisons (USC and DSC). This experiment manipulated USC and DSC by evaluating positive and negative public figures and used functional near-infrared spectroscopy to record changes in brain activity during the evaluation. It was found that participants' evaluations of their mothers and their brain activity did not differ from the self during USC, verifying the equivalence of the mother and the self. In DSC, participants made significantly more positive social judgments about their mothers, accompanied by greater activation of the left temporal lobe. These results suggest that the mother was not only stably incorporated into the self but was in a position of even greater importance than the self. In DSC in particular, individuals are more likely to maintain a positive image of their mother.

Habitual aversive and appetitive well-being comparisons in dysphoria: Introducing the Comparison Standards Scale for well-being

BACKGROUND

People are constantly preoccupied with how they are doing compared to different standards. This preoccupation influences judgments of well-being, including depression. However, research on well-being comparisons is scarce, also due to a lack of a measure of multi-standard comparisons.

METHODS

Our research goals were twofold. First, we validated the Comparison Standards Scale for well-being (CSS-W). Second, by drawing on central propositions of the general comparative-processing model, we examined the association of habitual well-being comparisons, their perceived discrepancies with the standard, and engendered affect with depressive symptoms and psychological well-being in dysphoric participants (N = 500). The CSS-W assesses habitual social, temporal, counterfactual, and criteria-based upward and downward comparisons regarding their a) frequency, b) perceived discrepancy, and c) engendered affect.

RESULTS

The findings confirmed the theoretically expected two-factor solution representing aversive (mostly upward) and appetitive (mostly downward) comparisons. Comparison frequency, discrepancy, and engendered affect were associated with depression and well-being. Yet, aversive comparisons displayed higher associations with the outcomes than appetitive comparisons. In particular, frequency of appetitive comparisons was not significantly correlated to depression. In line with our central theory-driven hypothesis, the relationship between frequency of aversive comparisons with depression was partially mediated by serial effects of comparison discrepancy and affect, whereas the relationship with well-being was fully mediated by comparison discrepancy and affect.

LIMITATIONS

The cross-sectional design of the study does not allow for conclusions of causal relations between the measured variables.

CONCLUSIONS

The presented framework proves useful in examining significant comparison processes in well-being and depression.

Developmental changes in students' use of dimensional comparisons to form ability self-concepts in math and verbal domains

Dimensional comparisons (i.e., comparing own performances across domains) may drive an increasing differentiation in students' math and verbal self-concepts over time, but little longitudinal research has directly tested this assumption. Using cross-sequential data spanning Grades 1-12 (N = 1069, ages 6-18, 92% White, 2% Black, 51% female, collected 1987-1996), this study charted age-related changes in the role of dimensional comparisons in students' ability self-concept formation. It used three types of self-concept measures: peer comparisons, cross-domain comparisons, and no comparisons. Results indicated that the increase in students' use of dimensional comparisons in self-evaluations substantially contributed to the increasing differentiation in students' math and verbal self-concepts over time. Findings highlight the importance of dimensional comparisons in the development of students' ability self-concepts.

An Individual Participant Data Meta-analysis of the Joint Effects of Social, Dimensional, and Temporal Comparisons on Students’ Academic Self-Concepts

Previous research has shown that three comparison types are involved in the formation of students’ academic self-concepts: social comparisons (where students compare their achievement with their classmates), dimensional comparisons (where students compare their achievement in different subjects), and temporal comparisons (where students compare their achievement across time). The 2I/E model provides a framework to describe the joint effects of these comparisons. To date, it has been tested in 12 empirical studies. However, integration of these findings is lacking, especially in terms of yielding reliable estimates of the strength of social, dimensional, and temporal comparison effects. We therefore conducted an individual participant data (IPD) meta-analysis, in which we reanalyzed the data used in all prior 2I/E model studies (N = 45,248). This IPD meta-analysis provided strong support for the 2I/E model: There were moderate social comparison effects, small to moderate dimensional comparison effects, and small temporal comparison effects on students’ math and verbal self-concepts. Moreover, several moderating variables affected the strength of these effects. In particular, the social and temporal comparison effects were stronger in studies using grades instead of test scores as achievement indicators. Older students showed weaker social comparison effects but stronger dimensional comparison effects compared to younger students. Social comparison effects were also stronger in academic track schools compared to nonacademic track schools. Gender and migration background had only very small impacts on the strength of single comparison effects. In sum, this IPD meta-analysis significantly enhances our knowledge of comparison making in the process of students’ self-concept formation.

How do I know how I am doing? Use of different types of comparison in judgment of well-being in patients seeking psychological treatment and healthy controls

Judgment of well-being is formed on the spot, and we know little about its foundations. We aimed at examining the role of comparison standards in informing evaluations of well-being in a clinical and a nonclinical sample. In a semi-structured face-to-face interview, individuals seeking psychological treatment and healthy control individuals rated how they have been feeling in general and relative to specific comparison standards and were each time invited to substantiate their ratings. Independent coders assessed number, type, direction, and specificity of reported comparisons. When asked to explain why they chose a particular rating of their well-being, 93% of clinical participants and 61% of nonclinical participants spontaneously reported some type of comparison standard. Both groups reported highest well-being ratings relative to social and past temporal comparisons and lowest relative to prospective temporal comparison. Furthermore, clinical participants engaged in more upward than downward comparisons, whereas this was not the case for healthy control participants. Our findings suggest that evaluations of well-being are informed by different comparison types and that individuals with clinical complaints use more comparisons when evaluating their well-being. The results encourage further investigation of comparative thinking as an underlying mechanism of judgment of well-being and ill-being.

Teachers' Use of Within-Class Ability Groups in the Primary Classroom: A Mixed Methods Study of Social Comparison

It is common practice within primary classrooms for teachers to spilt children into different ability groups so that children of similar level are taught together. Whilst this practice is used across the globe, research is mixed on the benefits of such grouping strategy. This paper presents data collected from mixed methods research which investigated teachers use of grouping strategies and social comparison, the act of comparing oneself with others. It focuses on when, why and with whom children from different ability groups compare themselves and the impact this has on their self-perceptions. Drawing upon data from children aged between 10 and 11 years from 12 primary schools, social comparison was found to play a significant role in daily classroom life for some children. The study identified different strands of the social comparison process including acknowledgment, topic, target, and direction, and it revealed positive and negative effects of social comparison. A difference by ability group was identified. Children within the low ability group were particularly vulnerable to the negative effects of social comparison and found to engage in more frequent and intentional social comparisons which were heavily relied upon for self-evaluation and performance evaluation. The paper discusses the educational implications of social comparison regarding pupil ability grouping strategies, motivation, engagement, and academic performance. Implications for teacher education and professional development is discussed.

Absolute and comparative risk assessments: evidence for the utility of incorporating internal comparisons into models of risk perception

Numerous health behavior models have emphasized absolute risk perceptions as prominent predictors of future behavior and intentions, but more recent research has shown that people also attend to comparative risk information. While most research highlights external (social) comparisons as the primary way people contextualize risk, it is also possible that people use internal comparisons, such as comparing their current risk to their past risk (temporal comparisons) or comparing their risk for one health threat to their risk for another health threat (dimensional comparisons).Objective: The current research sought to examine differences in absolute, external, and internal comparative risk perceptions across a variety of health threats.Design: This study utilized a cross-sectional design wherein participants completed all study materials online. Main outcome measures: MTurk workers (N = 654) responded to questions about absolute and comparative risk perceptions, concern, and precautionary intentions.Results: Hierarchical regression analyses revealed that although absolute risk perceptions were positively associated with concern and precautionary intentions for all health threats, comparative risk perceptions also accounted for unique variance in all models. Internal comparisons were uniquely associated with concern and intentions even when accounting for absolute and external comparative risk perceptions in nearly all models.Conclusion: These findings provide the first systematic evidence for the utility of incorporating internal comparisons into models of risk perception.

Development of Chinese Junior High School Students' Creative Potential: Within-Person and Between-Person Effects of Student-Student Support and Need for Cognition

A longitudinal study was conducted to examine the developmental trend of creative potential in Chinese junior high school students and the within-person and between-person effects of student–student support and need for cognition. Two hundred and fourteen Chinese junior high school students participated in the present study (mean age = 13.29 years, SD = 0.49 years, 116 boys). Student–student support, need for cognition, and creative potential were measured once per year for 3 years. Longitudinal multilevel models indicated that (1) Chinese junior high school students’ creative potential showed a downward trend from grades 7 to 9; (2) at the within-person level, time-varying student–student support positively predicted time-varying creative potential; (3) at the within-person level, time-varying need for cognition moderated the positive link between time-varying student–student support and time-varying creative potential; and (4) at the between-person level, no support was found for the links between student–student support, need for cognition, and creative potential. Specifically, average levels of student–student support neither significantly predicted initial levels and developmental rates of creative potential nor moderated the links between average levels of student–student and initial levels and developmental rates of creative potential. The findings highlight that at the within-person and between-person levels, student–student support and need for cognition have differential influences on Chinese junior school students’ creative potential.

Combined Effect of Abusive Supervision and Abusive Supervision Climate on Employee Creativity: A Moderated Mediation Model

In accordance with social identity theory, a multi-level model is put forward to investigate how the “conjoint” associations between abusive supervision and abusive supervision climate exert influence on employee creativity through creative role identity. The data in this paper were from 357 supervisor-subordinate dyads in 77 working groups to test the proposed model. The results indicated that creative role identities mediated the relationship between abusive supervision and employee creativity, and group-level abusive supervision climate moderated the relationship between creativity and individual-level abusive supervision through the process of creative role identity, the mutual influence of abusive supervision climate and individual-level abusive supervision significantly predicated employee creativity. This paper also discusses related managerial and practical implications.

Comparisons Across Dimensions, People, and Time: On the Primacy of Social Comparison in Self-Evaluations

People often consider how their performance in one domain compares to their performance in other domains, the performance of other people, and their past performance (i.e., dimensional, social, and temporal comparison). The present research is the first to test whether social comparisons have a significantly larger effect on self-evaluations than dimensional and temporal comparisons. Study 1 participants received downward versus upward dimensional, social, and temporal comparison feedback ( N = 393). Study 2 participants received downward versus upward comparison feedback for one type and lateral comparisons for the other two types ( N = 281). Dimensional and social comparison significantly influenced self-evaluations and affective reactions in both studies. As anticipated, however, social comparison had a significantly larger effect on self-evaluations and affective reactions than either dimensional or temporal comparison. These data provide novel, causal evidence for the primacy of social comparison when people receive three feedback types.

Effects of achievement differences for internal/external frame of reference model investigations: A test of robustness of findings over diverse student samples

BACKGROUND

Achievement in math and achievement in verbal school subjects are more strongly correlated than the respective academic self-concepts. The internal/external frame of reference model (I/E model; Marsh, 1986, Am. Educ. Res. J., 23, 129) explains this finding by social and dimensional comparison processes. We investigated a key assumption of the model that dimensional comparisons mainly depend on the difference in achievement between subjects. We compared correlations between subject-specific self-concepts of groups of elementary and secondary school students with or without achievement differences in the respective subjects.

AIMS

The main goals were (1) to show that effects of dimensional comparisons depend to a large degree on the existence of achievement differences between subjects, (2) to demonstrate the generalizability of findings over different grade levels and self-concept scales, and (3) to test a rarely used correlation comparison approach (CCA) for the investigation of I/E model assumptions.

SAMPLES

We analysed eight German elementary and secondary school student samples (grades 3-8) from three independent studies (Ns 326-878).

METHOD

Correlations between math and German self-concepts of students with identical grades in the respective subjects were compared with the correlation of self-concepts of students having different grades using Fisher's Z test for independent samples.

RESULTS

In all samples, correlations between math self-concept and German self-concept were higher for students having identical grades than for students having different grades. Differences in median correlations had small effect sizes for elementary school students and moderate effect sizes for secondary school students.

CONCLUSIONS

Findings generalized over grades and indicated a developmental aspect in self-concept formation. The CCA complements investigations within I/E-research.