Academic Self-concept Differs by Type of Social Comparison at a Hispanic Majority Institution

Authors

Isabella Castellanos
Alena Raya
Anastacia Wicks

Document Type

Conference Proceeding

Publication Date

2024

Abstract

People naturally compare themselves to others; this process can support or deter goal attainment. Social comparison (Festinger, 1954) may affect college students’ academic performance (Hermann et al., 2016). This study aimed to examine differences in self-concept based on methods of social comparison for Hispanic students at a Hispanic Majority Institution (HMI). Across two studies, upward identification was the most frequent method of social comparison, except when the comparison was about GPA. Thus, we tested how social comparison for this question was related to confidence in academic ability. Participants who selected downward identification (M=89.32, SD=7.93) reported higher confidence in their academic abilities and lower self-doubt (M=2.54, SD=0.92). This study found that Hispanic students at an HMI typically see their peers as better off but still similar to them in important ways. Additionally, downward identification appeared to be the most beneficial form of social comparison in terms confidence in academic abilities.

Comments

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Recommended Citation

Castellanos, Isabella; Raya, Alena; and Wicks, Anastacia, "Academic Self-concept Differs by Type of Social Comparison at a Hispanic Majority Institution" (2024). Student Research Symposium 2024. 42.
https://digitalcommons.tamusa.edu/srs_2024/42