Evidence of social comparison in mastery goals in natural academic settings.

Régner, Isabelle; Escribe, Christian; Dupeyrat, Caroline

doi:10.1037/0022-0663.99.3.575

Cited by 66 publications

(67 citation statements)

References 80 publications

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“…This result is consistent with the main effect of mastery goals obtained in Study 1 and brings additional support to the idea that interest in social comparison is present in mastery goals. It is worth noting that in Régner et al (2007), the link with SCO was far stronger for performance-approach than for mastery goals. In line with this result, the present study indicated that even if more interest in social comparison is obtained in the mastery condition than in the control condition, it still results in lower interest in social comparison than in the two performance goal conditions.…”

Section: Discussionmentioning

confidence: 99%

“…In their recent article, Régner et al (2007) demonstrated that both performance-approach and performance-avoidance goals as well as mastery goals were related to social comparison. In the present research, we wished to extend these findings by hypothesizing that goals could interact with one another in predicting social comparison.…”

Section: Discussionmentioning

confidence: 99%

“…Given this situation, Régner et al (2007) recently tested whether each type of self-set goals (mastery, performance-approach, and performance-avoidance goals) significantly predicted SCO, a scale that measures the extent to which people are inclined to search for social comparison information (Gibbons & Buunk, 1999). In a classroom context, Régner et al observed that both performance goals (approach and avoidance) and mastery goals predicted SCO.…”

Section: Achievement Goals and Social Comparisonmentioning

confidence: 99%

“…Previous research has argued that only performance goals (the desire to show competencies and to obtain positive judgments as compared with others), and not mastery goals (the desire to acquire knowledge), are conducive to social comparison activities (Ames, 1992;Maehr & Midgley, 1991). More recently, Régner, Escribe, and Dupeyrat (2007) demonstrated that not only performanceapproach and performance-avoidance goals (respectively, the desire to outperform others and not to be outperformed by others) but also mastery goals were related to social comparison orientation (SCO, the tendency to search for social comparison information). They pointed out the independent effects of each type of goals.…”

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The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

Darnon¹,

Dompnier²,

Gillieron³

et al. 2010

Journal of Educational Psychology

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Régner, Escribe, and Dupeyrat (2007) recently demonstrated that not only performance-approach and performance-avoidance goals (respectively, the desire to outperform others and not to be outperformed by others) but also mastery goals (the desire to acquire knowledge) were related to social comparison orientation (SCO, the tendency to search for social comparison information). In the present article, the possibility of a link between mastery goals and social comparison that depends on the level of performance-approach goals-a possibility supported by a multiple-goal perspective-was tested by examining the interaction effect between mastery and performance-approach goals. This is an important endeavor, as educational settings are rarely free from performance-approach goals, even when mastery goals are promoted. In Study 1, we tested self-set achievement goals (mastery, performance-approach, and performance-avoidance goals) as predictors of SCO; the interaction between mastery goals and performance-approach goals indicated that the higher the performance-approach goal endorsement, the stronger the link between mastery goals and SCO. In Study 2, we manipulated goal conditions; mastery goals predicted interest in social comparison in the performance-approach goal condition only. Results are discussed in terms of the importance of multiple-goal pursuit in academic settings.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Achievement Goals and Social Comparisonmentioning

confidence: 99%

mentioning

confidence: 99%

“…

…”

mentioning

confidence: 99%

See 3 more Smart Citations

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

Darnon¹,

Dompnier²,

Gillieron³

et al. 2010

Journal of Educational Psychology

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Relations between social comparison orientation and adjustment in Chinese adolescents: Moderating effects of initial adjustment status

Chen

Liu

et al. 2016

Int J Psychol

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This 1-year longitudinal study examined relations between social comparison orientation (SCO) and socioemotional adjustment and academic achievement. A sample of Grades 7 and 8 students (N = 336, initial M age = 14.08 years) in China participated in the study. Data were collected from self-reports, peer assessments and school records. It was found that early SCO positively contributed to later academic achievement. Moreover, the relations between early SCO and later socioemotional adjustment were moderated by the initial status of adolescents. Specifically, SCO was positively associated with social competence and negatively associated with depression in initially competent and well-adjusted adolescents, but the pattern of the associations was opposite in initially incompetent and poorly adjusted adolescents. The results indicate that whereas SCO may contribute directly to academic achievement, its contributions to socioemotional development might depend on adolescents' initial status in adjustment.

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