@article {790,
	title = {WHO STRIVES AND WHO GIVES UP? THE ROLE OF SOCIAL COMPARISON DISTANCE AND ACHIEVEMENT GOALS ON STUDENTS{\textquoteright} LEARNING INVESTMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {107-116},
	abstract = {The current survey tests the effects of social comparison distance on investment in learning. The social comparison is known to have two directions: upward and downward. It is hypothesized that, apart from these two directions, there are two distances: moderate and extreme. These distances are supposed to have an impact on the learning investment (when students will strive) or the disinvestment (when they will not make a great effort). Globally, students seem to put more effort in the case of moderate-distance conditions than in the case of extreme-distance conditions. However, the effect of distance is different according to the achievement goals reported by participants (interaction between comparison distance and achievement goals): the participants with performance goals strive more in the moderate-distance condition, whereas those with mastery goals seem to put a quite stable effort regardless of the distance. Implications in educational settings are discussed.},
	keywords = {achievement goals, learning investment, social comparison distance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.107},
	url = {http://oaji.net/articles/2014/457-1415392583.pdf},
	author = {Aneta   Mechi and Margarita   Sanchez-Mazas}
}
