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Relation between Perceived Scholastic Competence and Social Comparison Mechanisms among Elementary School Children

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Title: Relation between Perceived Scholastic Competence and Social Comparison Mechanisms among Elementary School Children
Language: English
Authors: Boissicat, Natacha, Pansu, Pascal, Bouffard, Therese, Cottin, Fanny
Source: Social Psychology of Education: An International Journal. Dec 2012 15(4):603-614.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Grade 5
Descriptors: Identification, Cognitive Ability, Intelligence, Foreign Countries, Elementary School Students, Grade 4, Grade 5, Correlation, Academic Achievement, Self Concept, Academic Ability, French, Native Speakers, Standardized Tests, Gender Differences, Student Attitudes
Geographic Terms: France
DOI: 10.1007/s11218-012-9189-z
ISSN: 1381-2890
Abstract: According to the literature, among social comparison mechanisms, identification with an upward target would be the most frequent mechanism that students report to use. However, it remains unclear how the identification and the contrast mechanisms contribute to the construction of pupils' scholastic perceived competence. The aim of this study was to test the two following hypotheses: (1) the more pupils report using downward identification and upward contrast, the lower their perceived scholastic competence; (2) the more pupils report using upward identification and downward contrast, the higher their perceived scholastic competence will be. Three hundred and eighty French-speaking pupils (147 fourth graders and 233 fifth graders) from public elementary schools in the district of Grenoble (France) were met in their school. Pupils responded to a standardized mental ability test and to a questionnaire about their perceived scholastic competence and their utilization of social comparison mechanisms: upward and downward identification and upward and downward contrast. Boys and girls differed on some of the social comparison mechanisms. However, the two hypotheses were confirmed and hold true for both boys and girls. Findings show that beyond the contribution of cognitive abilities, pupils' responsiveness to these mechanisms contributed to the development of their perceived scholastic competence. One educational implication is the usefulness of analyzing the processes of social comparison as strategies to allow pupils to maintain a positive perception of their scholastic competence.
Abstractor: As Provided
Number of References: 39
Entry Date: 2013
Accession Number: EJ990559
Database: ERIC
FullText Text:
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  Data: Relation between Perceived Scholastic Competence and Social Comparison Mechanisms among Elementary School Children
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  Data: <searchLink fieldCode="AR" term="%22Boissicat%2C+Natacha%22">Boissicat, Natacha</searchLink><br /><searchLink fieldCode="AR" term="%22Pansu%2C+Pascal%22">Pansu, Pascal</searchLink><br /><searchLink fieldCode="AR" term="%22Bouffard%2C+Therese%22">Bouffard, Therese</searchLink><br /><searchLink fieldCode="AR" term="%22Cottin%2C+Fanny%22">Cottin, Fanny</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Social+Psychology+of+Education%3A+An+International+Journal%22"><i>Social Psychology of Education: An International Journal</i></searchLink>. Dec 2012 15(4):603-614.
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: Y
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  Data: 12
– Name: DatePubCY
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  Data: 2012
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink>
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Identification%22">Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Ability%22">Academic Ability</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Speakers%22">Native Speakers</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s11218-012-9189-z
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  Label: ISSN
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  Data: 1381-2890
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: According to the literature, among social comparison mechanisms, identification with an upward target would be the most frequent mechanism that students report to use. However, it remains unclear how the identification and the contrast mechanisms contribute to the construction of pupils' scholastic perceived competence. The aim of this study was to test the two following hypotheses: (1) the more pupils report using downward identification and upward contrast, the lower their perceived scholastic competence; (2) the more pupils report using upward identification and downward contrast, the higher their perceived scholastic competence will be. Three hundred and eighty French-speaking pupils (147 fourth graders and 233 fifth graders) from public elementary schools in the district of Grenoble (France) were met in their school. Pupils responded to a standardized mental ability test and to a questionnaire about their perceived scholastic competence and their utilization of social comparison mechanisms: upward and downward identification and upward and downward contrast. Boys and girls differed on some of the social comparison mechanisms. However, the two hypotheses were confirmed and hold true for both boys and girls. Findings show that beyond the contribution of cognitive abilities, pupils' responsiveness to these mechanisms contributed to the development of their perceived scholastic competence. One educational implication is the usefulness of analyzing the processes of social comparison as strategies to allow pupils to maintain a positive perception of their scholastic competence.
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  Label: Abstractor
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  Data: As Provided
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  Data: 39
– Name: DateEntry
  Label: Entry Date
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  Data: 2013
– Name: AN
  Label: Accession Number
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  Data: EJ990559
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        Value: 10.1007/s11218-012-9189-z
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      – Text: English
    PhysicalDescription:
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        PageCount: 12
        StartPage: 603
    Subjects:
      – SubjectFull: Identification
        Type: general
      – SubjectFull: Cognitive Ability
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      – SubjectFull: Intelligence
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Self Concept
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      – SubjectFull: French
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      – SubjectFull: Standardized Tests
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      – SubjectFull: Gender Differences
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      – SubjectFull: Student Attitudes
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      – SubjectFull: France
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      – TitleFull: Relation between Perceived Scholastic Competence and Social Comparison Mechanisms among Elementary School Children
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            – TitleFull: Social Psychology of Education: An International Journal
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