Social comparison between young children in achievement situations.

Abstract

The present study examined the development of young children's motivations to socially compare in a situation in which they were free to seek or not seek information about how another child was doing. Pairs of kindergarten, first, and second graders worked on a speed task in high-and low-competition conditions. The frequency and duration with which they pushed a button to observe on a monitor their partner's progress was the index of the strength of motivation. The results showed the expected developmental increase in comparison behaviors. In addition, the effects of level of competition on performance varied with the age level of the subjects. The results are discussed in terms of alternative predictions derived from theories by Festinger and by Veroff.According to Festinger's (1954) theory of compare abilities under conditions of amsocial comparison, there exists in the human organism a drive to evaluate one's abilities. Thus, people engage in a number of information-seeking behaviors designed to determine how "good" they are at a given activity. Initially, objective, physical bases for evaluation are sought. If such criteria are ambiguous or unavailable, people look to others for subjective standards of ability levels.One implication of this theory is that these processes may be found in very young children. Although it is well established empirically that adults actively seek to compare their own abilities with others (Latane, 1966), there is little known about children's desires for comparative information. This lack of research is surprising, since competition and comparative evaluation are central to life in school from the moment children begin kindergarten. Yet, there is no evidence that young children are at all concerned with how others are doing. In fact, Veroff (1969) suggests that children younger than 5 or 6 years do not automatically seek to

Social Cognitive Theory and Self-Regulated Learning

“…These cognitive characteristics do not mean that young children cannot evaluate themselves relative to others; rather, that they do not automatically do so. Children show interest in comparative information in the early elementary-school years and increasingly use such information to help form self-evaluations of performance capabilities (Ruble, Boggiano, Feldman, & Loebl, 1980;Ruble, Feldman, & Boggiano, 1976). By the fourth grade, children's performances on motor and learning tasks are influenced by peers' performances, whereas the behaviors of younger children are affected more by direct adult social evaluation (e.g., "You're good at this.…”

Theory and research concerning social comparisons of personal attributes.

“…The rank-order paradigm, which focuses on subjects' comparison selections, is described shortly. Other selection measures include the time subjects spend observing others (e.g., Ruble, Feldman, & Boggiano, 1976). Another category of measure looks at the effects of comparisons on such variables as subjects' performances and emotional responses (e.g., Carlson & Masters, 1986).…”

Competence, Contingency, and the Development of Perceived Control

“…These differences may be related to differences in the process by which children assess their own competence. Ruble et al [1976] have shown that children in preschool and early elementary grades are less likely than older children to engage in social comparison. Consistent with this finding.…”