Influence of Social Comparison with an Average Student on the Formation of Academic Self-concept in High-ability High School Students

Abstract

This study investigated the influence of social comparison with an average student on the formation of academic self-concept in high-ability high school students. We used achievement goals as moderating variables for evaluating the effects of such social comparisons. Data was collected from 589 students at three high-ability high schools using a self-report questionnaire. The questionnaire results showed that social comparison with an average student influenced math and Japanese self-concepts after controlling for the students' academic achievements, the effect of social comparison with their class, and reflected glory effect. The results showed that when comparing themselves with an average student, high-ability students who considered their achievements to be higher had a higher academic self-concept. Furthermore, the results indicated that achievement goals have no moderating effects.