Year: 1994
Author: Pressick, Kimberley J., Walker, Richard A., Bailey, Michael
Type of paper: Abstract refereed
Abstract:
Social comparison processes, learning goals, learning style preferences and expectations for academic achievement are variables related in an educational context. The relationship of these variables to academic achievement and academic self-concept is likely to be significant in an ability-grouped setting. The aim of this research was to explore the relationships amongst social comparison processes, learning goals, learning style preferences and expectations for academic achievement, and the relationship of these variables to academic achievement and academic self-concept in ability-grouped mathematics classes. A further aim was to specifically investigate how, when and with whom students make social comparisons.
The participants were 87 girls from two independent, single-sex schools where full-time gifted and talented classes were introduced in 1994. Fourteen Year 5 and 21 Year 7 students were in gifted and talented classes and 27 Year 5 and 25 Year 7 students were in heterogeneous, mainstream classes. Data were collected using questionnaires: mathematics items from Self-Description Questionnaire-1 (Marsh, 1990), Learning Preference Scale-Students (Owens & Barnes, 1992), Motivation Orientation Scale (Nicholls, 1983) and social comparison scales (based on Reuman, 1989). Interviews with selected students provided detailed data regarding social comparison processes.
Data collected from the questionnaires will be analysed quantitatively, while the interview data will be analysed qualitatively to create "Social Comparison Profiles" of students interviewed. Preliminary analysis indicates that students are most likely to make comparisons with same classroom peers to inform self- evaluations.
The participants were 87 girls from two independent, single-sex schools where full-time gifted and talented classes were introduced in 1994. Fourteen Year 5 and 21 Year 7 students were in gifted and talented classes and 27 Year 5 and 25 Year 7 students were in heterogeneous, mainstream classes. Data were collected using questionnaires: mathematics items from Self-Description Questionnaire-1 (Marsh, 1990), Learning Preference Scale-Students (Owens & Barnes, 1992), Motivation Orientation Scale (Nicholls, 1983) and social comparison scales (based on Reuman, 1989). Interviews with selected students provided detailed data regarding social comparison processes.
Data collected from the questionnaires will be analysed quantitatively, while the interview data will be analysed qualitatively to create "Social Comparison Profiles" of students interviewed. Preliminary analysis indicates that students are most likely to make comparisons with same classroom peers to inform self- evaluations.