@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}
}
@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{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}
}
@misc{ChmielewskiDumontTrautwein2013,
  author    = {Chmielewski, Anna K. and Dumont, Hanna and Trautwein, Ulrich},
  title     = {Tracking effects depend on tracking type},
  series = {American educational research journal},
  volume    = {50},
  journal   = {American educational research journal},
  number    = {5},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-404052},
  pages     = {33},
  year      = {2013},
  abstract  = {The aim of the present study was to examine how different types of tracking— between-school streaming, within-school streaming, and course-by-course tracking—shape students' mathematics self-concept. This was done in an internationally comparative framework using data from the Programme for International Student Assessment (PISA). After controlling for individual and track mean achievement, results indicated that generally for students in course-by-course tracking, high-track students had higher mathematics self-concepts and low-track students had lower mathematics self-concepts. For students in between-school and within-school streaming, the reverse pattern was found. These findings suggest a solution to the ongoing debate about the effects of tracking on students' academic self-concept and suggest that the reference groups to which students compare themselves differ according to the type of tracking.},
  language  = {en}
}
@article{ChmielewskiDumontTrautwein2013,
  author    = {Chmielewski, Anna K. and Dumont, Hanna and Trautwein, Ulrich},
  title     = {Tracking Effects Depend on Tracking Type},
  series = {American Educational Research Journal},
  volume    = {50},
  journal   = {American Educational Research Journal},
  number    = {5},
  publisher = {Sage},
  address   = {Thousand Oaks, Calif.},
  issn      = {0002-8312},
  doi       = {10.3102/0002831213489843},
  pages     = {926 -- 957},
  year      = {2013},
  abstract  = {The aim of the present study was to examine how different types of tracking— between-school streaming, within-school streaming, and course-by-course tracking—shape students' mathematics self-concept. This was done in an internationally comparative framework using data from the Programme for International Student Assessment (PISA). After controlling for individual and track mean achievement, results indicated that generally for students in course-by-course tracking, high-track students had higher mathematics self-concepts and low-track students had lower mathematics self-concepts. For students in between-school and within-school streaming, the reverse pat- tern was found. These findings suggest a solution to the ongoing debate about the effects of tracking on students' academic self-concept and suggest that the reference groups to which students compare themselves differ according to the type of tracking.},
  language  = {en}
}