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The effect of social comparison on mathematics self-concept
1Department of Psychosocial Science, University of Bergen, Norway.
Scandinavian Journal of Psychology
|October 6, 1997
Summary
Social comparison influences self-concept. For Norwegian sixth-graders, math self-concept depended on classroom rank, not class achievement level, supporting the frame of reference hypothesis.
Area of Science:
- Educational Psychology
- Social Psychology
Background:
- The frame of reference hypothesis posits social comparison as a key factor in self-concept formation.
- Previous research suggests social comparison significantly impacts self-perception across various domains.
Purpose of the Study:
- To investigate the influence of social comparison on mathematics self-concept in elementary school students.
- To examine whether students' achievement level or their relative position within the classroom is a stronger determinant of mathematics self-concept.
Main Methods:
- The study involved Norwegian sixth-grade students from elementary schools.
- Data were collected on students' mathematics self-concept and their academic standing within their classrooms.
- Statistical analyses were employed to assess the relationship between achievement level, within-classroom position, and mathematics self-concept.
Main Results:
- No significant differences in mathematics self-concept were found between students in low-, medium-, and high-achievement classes.
- Students' mathematics self-concept was significantly influenced by their relative position within the classroom.
- This effect of within-classroom position on mathematics self-concept was consistent across genders.
Conclusions:
- The findings support the frame of reference hypothesis, indicating that relative social comparison is a crucial element in developing mathematics self-concept.
- A student's perceived standing among peers within a classroom is a more potent factor in shaping their mathematics self-concept than the overall achievement level of the class.
- These results highlight the importance of considering social comparison processes in educational settings to foster positive self-concept development.
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