@misc{BoschWilbert2020,
  author    = {Bosch, Jannis and Wilbert, J{\"u}rgen},
  title     = {Contrast and Assimilation Effects on Self-Evaluation of Performance and Task Interest in a Sample of Elementary School Children},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {600},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-44481},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-444819},
  pages     = {13},
  year      = {2020},
  abstract  = {Social comparison processes and the social position within a school class already play a major role in performance evaluation as early as in elementary school. The influence of contrast and assimilation effects on self-evaluation of performance as well as task interest has been widely researched in observational studies under the labels big-fish-little-pond and basking-in-reflected-glory effect. This study examined the influence of similar contrast and assimilation effects in an experimental paradigm. Fifth and sixth grade students (n = 230) completed a computer-based learning task during which they received social comparative feedback based on 2 × 2 experimentally manipulated feedback conditions: social position (high vs. low) and peer performance (high vs. low). Results show a more positive development of task interest and self-evaluation of performance in both the high social position and the high peer performance condition. When applied to the school setting, results of this study suggest that students who already perform well in comparison to their peer group are also the ones who profit most from social comparative feedback, given that they are the ones who usually receive the corresponding positive performance feedback.},
  language  = {en}
}
@article{BoschWilbert2020,
  author    = {Bosch, Jannis and Wilbert, J{\"u}rgen},
  title     = {Contrast and Assimilation Effects on Self-Evaluation of Performance and Task Interest in a Sample of Elementary School Children},
  series = {Frontiers in Education},
  volume    = {4},
  journal   = {Frontiers in Education},
  number    = {165},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2019.00165},
  pages     = {11},
  year      = {2020},
  abstract  = {Social comparison processes and the social position within a school class already play a major role in performance evaluation as early as in elementary school. The influence of contrast and assimilation effects on self-evaluation of performance as well as task interest has been widely researched in observational studies under the labels big-fish-little-pond and basking-in-reflected-glory effect. This study examined the influence of similar contrast and assimilation effects in an experimental paradigm. Fifth and sixth grade students (n = 230) completed a computer-based learning task during which they received social comparative feedback based on 2 × 2 experimentally manipulated feedback conditions: social position (high vs. low) and peer performance (high vs. low). Results show a more positive development of task interest and self-evaluation of performance in both the high social position and the high peer performance condition. When applied to the school setting, results of this study suggest that students who already perform well in comparison to their peer group are also the ones who profit most from social comparative feedback, given that they are the ones who usually receive the corresponding positive performance feedback.},
  language  = {en}
}
@misc{BoschWilbert2023,
  author    = {Bosch, Jannis and Wilbert, J{\"u}rgen},
  title     = {The impact of social comparison processes on self-evaluation of performance, self-concept, and task interest},
  number    = {836},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-58875},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-588751},
  pages     = {11},
  year      = {2023},
  abstract  = {Development of self-concept and task interest has been shown to be affected by social comparison processes in a variety of cross-sectional studies. A potential explanation for these effects is an effect of social comparative performance feedback on an individual's self-evaluation of performance, which in turn influences development of self-concept and task interest. There are, however, only few studies addressing this topic with experimental designs. This study was aimed at closing this research gap by experimentally manipulating social comparative performance. Feedback given was based on 2 × 2 experimental conditions: social position (high vs. low) and average performance of the reference group (high vs. low). Results show a strong effect of social position on self-evaluation of performance and smaller effects on self-concept and task interest.},
  language  = {en}
}
@article{BoschWilbert2023,
  author    = {Bosch, Jannis and Wilbert, J{\"u}rgen},
  title     = {The impact of social comparison processes on self-evaluation of performance, self-concept, and task interest},
  series = {Frontiers in education},
  volume    = {8},
  journal   = {Frontiers in education},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2023.1033488},
  pages     = {11},
  year      = {2023},
  abstract  = {Development of self-concept and task interest has been shown to be affected by social comparison processes in a variety of cross-sectional studies. A potential explanation for these effects is an effect of social comparative performance feedback on an individual's self-evaluation of performance, which in turn influences development of self-concept and task interest. There are, however, only few studies addressing this topic with experimental designs. This study was aimed at closing this research gap by experimentally manipulating social comparative performance. Feedback given was based on 2 × 2 experimental conditions: social position (high vs. low) and average performance of the reference group (high vs. low). Results show a strong effect of social position on self-evaluation of performance and smaller effects on self-concept and task interest.},
  language  = {en}
}
@misc{Meyer2016,
  type      = {Master Thesis},
  author    = {Meyer, Andr{\´e}},
  title     = {Empirische Untersuchung des geschlechtstypischen Interesses am Fach Physik},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-402286},
  school      = {Universit{\"a}t Potsdam},
  pages     = {52},
  year      = {2016},
  abstract  = {Trotz aller Bem{\"u}hungen um Chancengleichheit entscheiden sich weitaus weniger Frauen als M{\"a}nner f{\"u}r einen MINT-bezogenen Studiengang oder Beruf. Auch in der heranwachsenden Generation deutscher Sch{\"u}lerinnen liegt die Motivation einen naturwissenschaftlichen Beruf zu ergreifen unter dem Durchschnitt deutscher Sch{\"u}ler. Schulleistungsuntersuchungen belegen, dass vor allem Sch{\"u}lerinnen der Sekundarstufe I ein deutlich geringeres Interesse an F{\"a}chern der Naturwissenschaften, insbesondere Physik, aufweisen als gleichaltrige Jungen. Aus diesem Grund widmet sich die vorliegende Untersuchung der Frage, ob es bereits am Ende der Grundschulzeit einen geschlechtstypischen Unterschied des Interesses am Fach Physik bei Sch{\"u}lerinnen und Sch{\"u}ler gibt. Teil der schriftlichen Befragung wurden Sch{\"u}lerinnen und Sch{\"u}ler der sechsten Klasse des Landes Brandenburg (N=235). Die Datenerhebung erfolgte mittels eines eigens entwickelten Messinstrumentes (.52≤α≤.79). Es lassen sich mit Effektst{\"a}rken von |d|_1=.38, |d|_2=.27, |d|_3=.18 sowie |d|_4=.28 Unterschiede mit einer teils geringen praktischen Bedeutsamkeit zugunsten der befragten Jungen finden. Zudem deuten die Ergebnisse darauf hin, dass sowohl Jungen als auch M{\"a}dchen, die der Ansicht sind, dass das eigene Geschlecht generell mehr Interesse an Physik aufweist, tats{\"a}chlich selbst mehr Interesse als das jeweils andere Geschlecht haben. Eine Interpretation der Ergebnisse sowie Limitationen und Implikationen der Untersuchung werden diskutiert.},
  language  = {de}
}