Download - Social Comparison, Trait Hope, and Cognitive Task Performance: A Goal Orientation Perspective
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Social Comparison, Trait Hope, and Cognitive Task Performance: A
Goal Orientation Perspective
Gabriel Sebastian N. Lizada(Ateneo de Davao University)
Peter Hans Z. Tejada, Johanna Victoria A. Garcia, Maria Guadalupe C. Salanga (De La Salle University)
Allan B.I Bernardo (University of Macau, Macau SAR China)
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• Mastery Goals – Striving to improve one’s competence (Ames, 1992)• Performance Goals – Striving
to outperform others (Ames,1992)
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• Multiple Goal Perspective – Performance-approach goals are
beneficial to learning especially when adopted together with mastery goals (Linnenbrink, 2005)
• Mastery Goals + Performance Goals = Good for academic achievement.
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Social Comparison • Social Comparison (Upward and
Downward)– Cognitive process of evaluating one’s self in
relation to others (Festinger, 1954)– Johnson and Stapel (2007), social comparison
affects task performance.
• Social Comparison = performance-approach goal orientation.
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Trait Hope• Hope (Trait)
– Hope is defined by as the cognitions regarding one’s expectations and ability to attain important goals. It can exist as a trait and a temporary state of mind (Snyder, 2003)
– Has also been shown to predict academic achievement in students (Curry, Snyder, Cook, Ruby, & Rehm, 1997)
– Agency = motivation and perceived capacity to achieve a goal
– Pathways = Plans or strategies to achieve the goal.
• Trait Hope improves self-efficacy and determination of goal attainment
• Trait Hope = Mastery- approach goal
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The Current Study
SOCIAL COMPARISON
TASK PERFORMANCE
Does Hope significantly predict task performance?Does Social Comparison significantly predict task performance?Does Hope and Social Comparison predict task performance?
HOPE
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Method: Trait Hope Scale• 63 participants• Undergraduate students from a
private school in the Philippines• Taking introductory courses in
Psychology• No foreign participants were
included
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Method: Trait Hope Scale• Hope Scale (Snyder, 1991)• 12 item scale• Scale also contains questions for
agency, (4 questions), pathways (4 questions) and distracter questions (4 questions)– overall alphas from .80; • agency of .78 and;• pathways of .77
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Method: Social Comparison• Phase 1: Bogus Intelligence Test
(Stanford-Ross Intelligence Test)• Phase 2: Manipulation of Social
Comparison– Personalized envelopes with results of IQ test– Randomly separated participants based on
“results”– Arrangement was manipulated (face-to-face
with opposite group)– Asked to answer the task
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Method: Task Performance• Anagram (3 words)– O L O A B N L (Balloon) – Y H H M T R(Rhythm)– I O R S G V I (Mixture of letters with no
answer)• 10 minutes to answer• Raise hand if think they got the answer• Unlimited attempts• Can withdraw any time.
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**. Correlation is significant at the 0.01 level (2-tailed).
Results
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N Mean SD N Mean SD
Hope 32
53.12 4.59
31
52.90 3.34
Task Perform
ance8.09 2.42 9.2 2.47
UPWARD COMPARISON DOWNWARD COMPARISON
Results
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*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
HOPE
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Standardized
Coefficient Beta
t-score p
Social Comparison
.253 2.280 .026
Hope .451 4.058 .000
R2 .261df 2,60
F score 10.581p .000
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Discussion• Both Hope and Social Comparison
significantly predict Task Performance among adolescents in terms of performance goals
• Students with higher hope are more persistent in completing tasks.
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Discussion: Social Comparison• Social Comparison predicts better task performance. Social
Comparison is a better predictor (as compared with hope) in predicting task performance.
• Students that used upward social comparison perform better than those who used downward social comparison. These results support the findings of previous studies (Johnson & Stapel, 2007), which state that individuals engaging in USC perform better with their goals to fight off threat to self
• Students that used upward social comparison are more patient and persistent in completing a task as compared to those that used downward social comparison since they are challenged to finish the goal and ultimately improving future performance.
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Discussion: Hope• Hope broadens an individuals possible
solutions (divergent thinking).• Students will more likely generate different
problem solving strategies to accomplish a task.
• Students with high hope remain are more determined in finishing a task.
• Students with high hope see tasks as a challenge while students with low hope see tasks will more likely give-up.
• Hope positively affects task performance in students in completing a goal.