The independent variable of the experiment will be social comparison. Social comparison will be made by giving feedback sheets to the students in the social comparison condition. The feedback sheets include every student’s score on the exam. The dependent variable is the change in self-esteem the student may face. The change in self-esteem will be measured in a questionnaire that assesses their self-esteem before taking the exam and how they felt they compared to the rest of the group and after the feedback sheets and how felt they compared with the rest of the class. I will experimentally manipulate social comparison by having participants complete a placement exam for a class that participants have shown to express interest or previous knowledge …show more content…
All participants in group 1, the social comparison condition, will receive the feedback sheet to show where they compare with the rest of the participants in the course. The participants will be manipulated to sit next to a participant that had the reciprocal score of what the individual received. Participants in group 2, the control group, will not be receiving the feedback sheet. Participants in both groups will receive a questionnaire that asks how the exam made them feel and how well they felt they did on the exam. There will be questions that ask how they feel they will do in the course. After the lecture has been presented to the class, the participants will then be given the second exam. Following the second exam, participants in group 1 will be receiving the feedback sheet while participants in group 2 will not be receiving the feedback sheet. All participants will receive a follow-up questionnaire in which they will be asked how they felt they compared to the rest of their peers, how the exam made them feel, what their self-esteem is after completing the
Professor Unpopular is conducting an experiment which investigates the difference in performance on standardized tests between high school students who ate a healthy breakfast, and high school students who did not. When performing his experiment and drawing together the results, Professor Unpopular must recognize the importance of multiple factors such as the hypothesis, survey method, the population, and other variables for the most successful outcome.
The information on social referencing is found on page 334 of the textbook. When I was in elementary school, I would often compare myself to others. This is known as social comparison (Levine & Munsch). One way I would do this is if someone made an A on the test, and I made a B or a C, I wouldn’t feel good enough. It didn’t help that my dad would often make me strive for A’s and get onto me when I didn’t quite make a good grade. Information on social comparison can be found on page 377 of the textbook. During adolescence, I was not part of any popular crowd. I was sort of in a small clique, which is a small group of friends that spend time together and are close (Levine & Munsch). During middle school, I was frequently bullied, which is when
Baker, M. (2010). Developing a Mindset to Help You Make the Most of Challenging Times. Siliconindia, 13(4), 33.
Through a fixed lottery, the subjects were given a role of a teacher and their co-subject, who was an actor, would be the learner. The participants were unaware the roles were fixed until debriefing. The teacher was guided by the experimenter to give the learner a shock each time he answered a question wrong. The teacher was given a sample of a 45
Just a few years ago, being referred to as a “zero” was something that everyone wanted to avoid. Someone that was a “zero” was laughed at and ridiculed for being worthless and unpopular. It has not been until recently that being a “zero” could be a good thing. In today’s advertising and entertainment world, not only are women superior if they are a size zero, but size zero and size two body frames seem to have become the only body type acceptable for a woman to be. The Social Comparison theory offers an explanation as to why women are beginning to feel immense pressure to live up to the “ideal body type” presented to them on nearly every medium.
Throughout the times that each students participated in the different groups, the students were asked to record the ways they interacted in each group, and after all students engaged in each of the three different groups twice, they were asked to complete a questionnaire about participating in the groups. As the students went through the different groups, many began to notice the different conversation styles within their class. For example, although many of the women in the class were very quiet and rarely spoke out in class, when placed into the all women groups the women became more talkative. To contras this, there was one woman who was very outspoken during class, but stated that she became overwhelmed at how talkative the women became when placed together. Once Tannen reviewed the responses from the students and noticed the slight change I in class discussions she decided that her experiment was a complete
The consent form was already being signed by the subject for administering the test. He was made sit comfortably and was inquired about his feelings and thoughts at that moment. The test was conducted in a 1 to 1 classroom setting. Materials used were a blue pen, 16PF question booklet, the 16PF answer sheet and a clip board. Before the test was given to the subject, the instructions on the booklet were made read by the subject to see whether he can read and comprehend and he gets the idea what he is supposed to do in the test. He was also instructed to read the first two examples for his understanding. Based on the scoring key of the 16PF, raw scores were calculated. Then the sten scores were calculated using the manual’s page 133 using the general sten score table rather than the gender specific table. After finding the sten scores, they were transferred to the individual record form. On the individual record form, in the far left column we placed the sten scores for each factor in the appropriate box. We started with factor A and followed the dashed line to the right and each time a number in a black box is reached we would multiply the client’s factor ‘A’ sten score by that number. Then
Social Promotion is defined the practice promoting a child to the next grade level regardless of skill mastery in the belief that it will promote self-esteem. According the the Center for Development & Learning, it is estimated that as many as 15% of American students are held back each year, and 30% – 50% of students in the US are retained at least once before ninth grade. Social promotion advocates claim that holding students back and forcing them to repeat a grade causes them to have a “negative” education experience. I for one disagree with this theory.
There was one method that was used to study this question. For all the students who participated in
The social comparison theory offers some level of explanation for how media images actually come to impact the way women feel about their bodies. It examines how individuals evaluate themselves in relation to peers, groups, and/or social categories (Milkie, 1999). The main argument is that people compare themselves on many different dimensions with other individuals who are similar to them. Depending on the target of comparison, a person will usually judge themselves as being either or better or worse on some dimension. An upward comparison occurs when an individual compares himself or herself to someone who fares better than they do on a particular construct. In contrast, downward comparisons involve a person comparing himself or herself to
Social comparison theory was proposed by Leon Festinger his theory said that people have a desire to compare themselves to others and from the comparison they make many judgements about themselves. He said there are two types of social comparison one of which is upward this is when we compare ourselves with people we believe are better than us and downward is when we compare ourselves to people that are worse off to make us feel good. This links to Laura because she had a desire to lose weight because she was the only girl in the class which made her feel self-conscious also the unrealistic images shown in the media of celebrities can affect people as they think that they should look like that too this may have led to Laura believing that if she lost
Social comparison is a tremendously pervasive procedure which impacts how individuals think about themselves, how they feel, what they are inspired to do, and how they carry on. Social comparison consequences thereby span all center of human mental working. This striking omnipresence is coordinated by a comparably striking compexity and multi facetedness of the center comparison process itself. Not only to do social comparison impact perception, motivation and behavior. To date, these diverse impacts on social comparison procedures have been basically considered in relative isolation. Actually, the historical of social comparison research is a history of consecutively switching foci (Buunk & Mussweiler, 2001; Suls & Wheeler, 2000), beginning with a strong focus on motivational impacts and a relative neglect of cognitive underpinnings and closure with a strong focus on cognitive underpinnings and a relative disregard of motivational impacts.
Social comparison theory expresses that individuals want to raise themselves by contrasting themselves with others. Social comparison theory proposed that people consistently evaluate themselves and they do this by comparing themselves to others (Festinger, 1954). Festinger (1954) hypothesized that people evaluate themselves by comparing their opinions of their attributes to those respective opinions that others hold. This will correlate with both internalization of thin ideal media and body comparisons of media figures and other peers, and how this impacts body image.
Our sample was the 12th grade SL Psychology class of Mr.George, which had a total of 17 participants - 14 girls and 3 boys. All participants were given the same materials, instructions, and stop and starting times.
Basically here we gave out a questionnaire with a grid of possible factors that may or may not affect the students’ success or failure. It was accompanied by open ended questions.