Social comparison theory argues that in the often competitive environment of the classroom, students compare themselves with other (and usually higher achieving) students. This comparison has both positive and negative results encouraging self-evaluation, striving for better performance and (perhaps negatively) by comparing ourselves with lower performing peers (downward comparison) to enhance one’s perception of self. The article also notes the negative consequences of intense social comparison, that can do much to further diminish the self-efficacy of less able performers.
This comparison has both positive and negative results encouraging self-evaluation, striving for better performance and (perhaps negatively) by comparing ourselves with lower performing peers (downward comparison) to enhance one’s perception of self. The article also notes the negative consequences of intense social comparison, that can do much to further diminish the self-efficacy of less able performers.
This comparison has both positive and negative results encouraging self-evaluation, striving for better performance and (perhaps negatively) by comparing ourselves with lower performing peers (downward comparison) to enhance one’s perception of self. The article also notes the negative consequences of intense social comparison, that can do much to further diminish the self-efficacy of less able performers.
Again it seems obvious that without transparency, learners in distance learning contexts can not compare their performance with others, possibly resulting in anxiety and less opportunity for effective self-evaluation, self-enhancement and self-improvement. The individualized nature of some forms of distance education however may be useful for both high and low achievers who may find such comparisons either depressing or ego inflating to the degree that performance and or motivation is impaired.
http://terrya.edublogs.org/2009/01/26/social-software-related-reviews/
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