Social comparison in the classroom: the relative impact of academic standing and ability grouping in the classroom
The theory of social comparison processes (Festinger, 1954) assumes that the group(s) available to the individual are appropriate for making comparisons in terms of his/her self-concept. However, in the classroom setting, it has not been clear which group(s) form the basis for comparison, especially...
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| Format: | Thesis |
| Language: | English |
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Memorial University of Newfoundland
1979
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| Online Access: | https://research.library.mun.ca/7816/ https://research.library.mun.ca/7816/1/Mooney_IgnatiusFrancis.pdf |
| Summary: | The theory of social comparison processes (Festinger, 1954) assumes that the group(s) available to the individual are appropriate for making comparisons in terms of his/her self-concept. However, in the classroom setting, it has not been clear which group(s) form the basis for comparison, especially where assignment to classes is based on academic standing. -- Data were collected on 157 Grade Four students in rural eastern Newfoundland schools. Three classes were homogeneous; three classes were heterogeneous. Information on the academic performance of each student was provided by the Canadian Tests of Basic Skills. A self-concept scale was administered and cluster scores were obtained through the use of factor analysis. A composite achievement score was calculated for each student and dummy variables were used to represent class membership. -- Results of regression analysis indicated that within-class achievement level and class membership were significant predictors of self-concept in homogeneous classes. In the heterogeneous classes, there was no significant relationship between self-concept and academic achievement; however, within-class academic standing was not a significant variable. |
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