Effects of context and performance feedback on social comparison strategies among low-achievement students: experimental studies

Laboratory and field research has shown that threatened people prefer eithe r downward or upward comparison. Other studies suggest that the choice of t he direction of comparison is responsive to context (private or public) and feedback (success or failure). Nevertheless, none of these studies examine d social comparison direction used by low-achievement students who receive either positive or negative performance feedback in a private or a public c ontext. The results show that after a failure, low-achievers prefer the upw ard comparison in a private context and the downward comparison in a public context. These context-dependent strategies are not observed after a succe ss. Results are discussed in terms of social comparison theory and their po tential relevance to classroom learning interaction.