Social and Temporal Comparison Effects on Elementary School Students'' Grade Expectancy, Performance, Self-esteem, and Well-being

• Main Authors: Lin Chun-ju, 林春如
• Other Authors: Chuang Yao-Chia
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/55364189662464699227

碩士 === 國立屏東師範學院 === 教育心理與輔導研究所 === 90 === The main purpose of this study was to explore the effects of social comparison and temporal comparison of academic performance on primary school students’ grade expectancy and performance. 716 students enrolled in the fifth or sixth grade of three schools were sampled from two major cities of southern Taiwan. They were administered a questionnaire that assessed background data, importance attributed to grade, social comparison targets and preferences, self-esteem, self-efficacy of grade improvement, grades of the four major courses in the previous test, grade expectancy for each of the 4 courses for the next test, and well-being. Longitudinal regression analyses were conducted to investigate the effects of social comparison directions and temporal comparison on students'' grade expectancy, performance on the next test, self-esteem, self-efficacy, and well-being. The following major findings were obtained: (1)Students tended to choose upward or similar comparison. Downward comparison was the least preferred. (2)The higher the grade of social comparison target, the higher the grade expectancy for the next test. Upward comparison was found to raise the grades of some subjects on the next test even after the grade of previous test and grade expectancy were controlled for. (3) Temporal comparison tended to have positive effects of grade expectancy and performance. (4)Longitudinal analysis showed that upward comparison and temporal comparison did not have effects on students’ self-esteem and well being.