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Who strives and who gives up? The role of social comparison distance and achievement goals on students' learning investment

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Published in Problems of Education in the 21st Century. 2012, vol. 48, p. 107-116
Abstract The current survey tests the effects of social comparison distance on investment in learning. The social comparison is known to have two directions: upward and downward. It is hypothesized that, apart from these two directions, there are two distances: moderate and extreme. These distances are supposed to have an impact on the learning investment (when students will strive) or the disinvestment (when they will not make a great effort). Globally, students seem to put more effort in the case of moderate-distance conditions than in the case of extreme-distance conditions. However, the effect of distance is different according to the achievement goals reported by participants (interaction between comparison distance and achievement goals): the participants with performance goals strive more in the moderate-distance condition, whereas those with mastery goals seem to put a quite stable effort regardless of the distance. Implications in educational settings are discussed.
Keywords Achievement goalsLearning investmentSocial comparison distance
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Research group Groupe relations interculturelles et formation des enseignants (GRIF-GE)
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MECHI, Aneta, SANCHEZ-MAZAS, Margarita. Who strives and who gives up? The role of social comparison distance and achievement goals on students' learning investment. In: Problems of Education in the 21st Century, 2012, vol. 48, p. 107-116. https://archive-ouverte.unige.ch/unige:124930

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Deposited on : 2019-10-24

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