@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} }