Social comparison in the classroom: the relative impact of academic standing and ability grouping in the classroom

Mooney, Ignatius Francis (1979) Social comparison in the classroom: the relative impact of academic standing and ability grouping in the classroom. Masters thesis, Memorial University of Newfoundland.

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Abstract

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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