Journalartikel

Jahr der Veröffentlichung: 2004

Seiten: 1-9

Zeitschrift: German Journal of Developmental and Educational Psychology

Bandnummer: 36

Heftnummer: 1

ISSN: 0049-8637

eISSN: 2190-6262

Open Access Status: Green

DOI Link: https://doi.org/10.1026/0049-8637.36.1.1

Verlag: Hogrefe

Abstract: 
Social, dimensional, and temporal comparison processes are mediators between achievement and the self-concept of ability. This study reconsiders the relationship between comparison processes and the self-concept of ability (SCA) in elementary school. It also considers performances that contradict students' achievement expectations. The day before a math-exam 379 third- and fourth-graders were asked to report their expectations with regard to this exam and their mathematical SCA. Immediately following the announcement of their exam results the students answered questions concerning the comparison processes and again concerning their SCA. As expected comparisons with better-performing students (upward social comparisons) have negative effects on the SCA, whereas comparisons with students who have done worse in the exam (downward social comparisons) have positive effects. In spite of the negative consequences of social upward-comparisons, students are more likely to engage in this kind of comparison than in downward-comparisons, especially if their performance is worse than they have expected. Dimensional and temporal comparisons did not affect the SCA.

Harvard-Zitierstil: Dickhäuser, O. and Galfe, E. (2004) Better ..., worse ... Achievement related comparison processes in elementary school, German Journal of Developmental and Educational Psychology, 36(1), pp. 1-9. https://doi.org/10.1026/0049-8637.36.1.1

APA-Zitierstil: Dickhäuser, O., & Galfe, E. (2004). Better ..., worse ... Achievement related comparison processes in elementary school. German Journal of Developmental and Educational Psychology. 36(1), 1-9. https://doi.org/10.1026/0049-8637.36.1.1