WHO STRIVES AND WHO GIVES UP? THE ROLE OF SOCIAL COMPARISON DISTANCE AND ACHIEVEMENT GOALS ON STUDENTS’ LEARNING INVESTMENT
Title | WHO STRIVES AND WHO GIVES UP? THE ROLE OF SOCIAL COMPARISON DISTANCE AND ACHIEVEMENT GOALS ON STUDENTS’ LEARNING INVESTMENT |
Publication Type | Journal Article |
Year of Publication | 2012 |
Authors | Mechi, A, Sanchez-Mazas, M |
Journal | Problems of Education in the 21st Century |
Volume | 48 |
Start Page | 107-116 |
Date Published | November/2012 |
Type of Article | Original article |
ISSN | 1822-7864 |
Other Numbers | ICID: 1022481 |
Keywords | achievement goals, learning investment, social comparison distance |
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. |
URL | http://oaji.net/articles/2014/457-1415392583.pdf |
DOI | 10.33225/pec/12.48.107 |
Refereed Designation | Refereed |
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