Cited by 346Education, Achievement, and GiftednessPerfectionism, Procrastination, Anxiety StudiesEducational Outcomes and Influences

When better-than-others compare upward: Choice of comparison and comparative evaluation as independent predictors of academic performance.

Blanton, Hart, Buunk, Bram P., Gibbons, Frederick X., Kuyper, Hans·1999·Journal of Personality and Social Psychology

Abstract

Social comparison theory has linked improved performance to both the tendency to compare with others who are performing well and the tendency to view the self as better than others. However, little research has investigated the effects of either variable outside of a controlled laboratory environment, Moreover, there is reason to believe that the 2 tendencies would be in opposition to one another, because people who compare upward might subsequently view themselves as relatively less competent. The results of a longitudinal study of 876 students in their Ist year of secondary education indicated that both variables independently predicted improved academic performance and that these 2 tendencies did not conflict.

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Crossref · 10.1037/0022-3514.76.3.420

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  • Studies of adolescents find that affiliation with peers who are highly academically competent may produce benefits for academic effort by motivating improvements in academic standards and performance, or by providing models for how to complete challenging academic tasks.

    “studies of adolescents find that affiliation with peers who are highly academically competent may, on the one hand, produce benefits for academic effort by motivating improvements in academic standards and performance, or by providing models for how to complete challenging academic tasks, serving as a form of”
  • Past research on social comparison has typically focused on comparisons to friends or comparisons to classmates in general.

    “Past research on social comparison has typically either focused on comparisons to friends (e.g., Altermatt & Pomerantz, 2003;Guay et al., 1999) or comparisons to classmates in general (e.g., Blanton et al., 1999;Marsh, Kong, & Hau, 2000).”

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Authors
Blanton, H., Buunk, B. P., Gibbons, F. X., & Kuyper, H.
Affiliations
University at Albany, State University of New York (US)
Venue
Journal of Personality and Social Psychology
Published
1999-03
Volume
76
Issue
3
Pages
420-430
ISSN
  • 0022-3514 (ISSN-L)
  • 1939-1315
OpenAlex
W1966856360
Cited by
346
References
51
Citations by year
2026: 3 · 2025: 11 · 2024: 8 · 2023: 13 · 2022: 11 · 2021: 15 · 2020: 17 · 2019: 10 · 2018: 20 · 2017: 17 · 2016: 21 · 2015: 21 · 2014: 15 · 2013: 12 · 2012: 17
FWCI
8.03
Type
journal article
Language
en
Open access
closed
Locations
  • Journal of Personality and Social Psychology (publishedVersion)
  • University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
  • Social Sciences › Education › Educational Outcomes and Influences
Keywords
upward social comparison, social comparison theory, self-enhancement, academic performance, comparative analysis, self-concept, high school students, first-year students, longitudinal prediction

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