Reference Groups and Self-Appraisals of Academic Ability and Performance

Felson, Richard B.; Reed, Mark D.

doi:10.2307/2786722

Cited by 45 publications

(36 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Specifically, based on the premise of self-appraisal, if individuals compare themselves (i.e., perceive ourselves as similar) to prototypes of others who experience negative outcomes, these appraisals will be more predictive of their own self-appraisal (Felson & Reed, 1986). These appraisals might affect individual attitudes and subsequent behaviors.…”

Section: Lovementioning

confidence: 92%

“…The social comparison literature argues that each of these goals is a possible motive behind social comparison. Felson and Reed (1986) argued, "other people's performances and self-appraisals are sometimes highly predictive of our own self-appraisals" (p. 103). Further, the goal of self-enhancement or self-protection could provide the motivation an individual needs to personalize the risk of HIV and to engage in safer sexual communication and behavior (Fisher & Fisher, 1992a;Fisher & Fisher, 1992b;Fisher & Fisher, 1992c).…”

Section: Social Comparison Theorymentioning

confidence: 96%

See 1 more Smart Citation

“If I knew then what I know now”: Seropositive individuals' perceptions of partner trust, safety and risk prior to HIV infection

Crowell¹,

Emmers‐Sommer²

2001

Communication Studies

View full text Add to dashboard Cite

Section: Lovementioning

confidence: 92%

Section: Social Comparison Theorymentioning

confidence: 96%

“If I knew then what I know now”: Seropositive individuals' perceptions of partner trust, safety and risk prior to HIV infection

Crowell¹,

Emmers‐Sommer²

2001

Communication Studies

View full text Add to dashboard Cite

“…The gifted students had median percentile scores of M 090.19 (SD 011.86). Due to the HLM approach we adopted in this study, classes including less than 10 students were not integrated in our multi-level analyses (Felson & Reed, 1986). This selection criteria resulted in analyzing 33 classes with a medium class size of about 23 students (M 022.62; SD 05.56).…”

Section: Participants and Data Collectionmentioning

confidence: 99%

Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes

Goetz

Preckel

Zeidner

et al. 2008

Anxiety, Stress & Coping

View full text Add to dashboard Cite

This study analyzes the effects of individual achievement and achievement level of student reference group on test anxiety in a national sample of 769 gifted Israeli students (grade levels 4Á9), which was previously investigated by Zeidner and Schleyer (1999a). We hypothesized that when controlling for individual achievement, students' experiences of test anxiety should increase with the increasing ability level of their peer reference group. It was assumed that this effect was largely mediated by reference group effects on academic self-concept (big-fish-little-pond effect). Zeidner and Schleyer found that gifted students within a gifted peer reference group showed higher levels of test anxiety than gifted students within a non-gifted peer reference group. Of note, the present study focused exclusively on gifted students attending special gifted classes. The main research question was whether or not the assumed effects of individual and class achievement can be found for gifted students in special gifted classes when taking the variance of achievement level (grades) of the special gifted classes into account. Using hierarchical linear modeling (HLM) methodology, the assumed effects were vindicated for this special group of high ability students. Thus, in line with previous results, the Worry component of test anxiety was more highly reactive to the effects of individual achievement than the Emotionality component. Also, in line with our theoretical assumptions, achievement/anxiety relations were largely mediated by the effects of academic self-concept.Keywords: Test anxiety, worry, emotionality, academic self-concept, achievement, big-fish-little-pond effect, gifted education Numerous studies have investigated the complex pattern of relations between achievement and test anxiety (Zeidner, 2007). Test anxiety has been found to interfere with achievement both in laboratory settings as well as in true-to-real life testing situations in school or collegiate settings (see Zeidner, 1998, for review). While the vast majority of these studies analyzed relations between students' experiences of anxiety and their individual achievement, little research has been conducted on achievement-related peer reference group effects on test anxiety. The present study investigated achievement/test anxiety relations by taking both individual achievement as well as the achievement level of the peer reference group into account. In the next section, we give a brief general description of the nature of the performance/anxiety relationship, and discuss the role of academic self-concept as a

show abstract

“…The data used in this study came from a representative sample for the lower, middle, and higher tracks of the German education system and also included a sample of gifted students. We excluded 5 classrooms (2 from the lower track, 3 from the gifted track) with less than 10 students from all analyses because class level scores based on less than 10 cases usually lack validity (Felson & Reed, 1986).…”

Section: Participantsmentioning

confidence: 99%

Gender, reasoning ability, and scholastic achievement: A multilevel mediation analysis

Kuhn

Holling

2009

Learning and Individual Differences

View full text Add to dashboard Cite

Reference Groups and Self-Appraisals of Academic Ability and Performance

Cited by 45 publications

References 12 publications

“If I knew then what I know now”: Seropositive individuals' perceptions of partner trust, safety and risk prior to HIV infection

“If I knew then what I know now”: Seropositive individuals' perceptions of partner trust, safety and risk prior to HIV infection

Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes

Gender, reasoning ability, and scholastic achievement: A multilevel mediation analysis

Contact Info

Product

Resources

About