Perceived self-efficacy, social comparison, affective reactions and academic performance

Area of Science:

• Psychology
• Educational Psychology
• Social Psychology

Background:

• This study integrates Albert Bandura's theory of perceived self-efficacy with David Wills' theory of social comparison.
• Understanding factors influencing university students' self-perceptions and academic outcomes is crucial for educational interventions.

Purpose of the Study:

• To investigate the individual and combined effects of perceived self-efficacy and downward social comparison on university students' self-perceived skills.
• To examine the mediating role of positive feelings about skills in the relationship between self-efficacy, social comparison, and study performance (course grades).

Main Methods:

• Utilized theoretical frameworks of perceived self-efficacy and downward comparison.
• Assessed university students' perceived self-efficacy, engagement in downward comparison, feelings about their skills, and course grades.
• Employed statistical analyses to determine the contributions of these variables to students' feelings and performance.

Main Results:

• Both perceived self-efficacy and downward comparison significantly contributed to positive feelings regarding students' skills.
• These positive feelings, in turn, positively influenced students' academic performance, as indicated by their course grades.
• The interaction between self-efficacy and the direction of comparison did not significantly predict students' feelings about their skills, contrary to expectations.

Conclusions:

• Perceived self-efficacy and downward social comparison are key psychological factors enhancing university students' positive self-perceptions.
• Fostering positive self-perceptions through these mechanisms can lead to improved academic achievement.
• Future research could explore the nuances of interaction effects in different academic contexts.