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dc.contributor.authorGoethals, George R.en_US
dc.date.accessioned2009-01-29T16:09:39Z-
dc.date.available2009-01-29T16:09:39Z-
dc.date.issued2000en_US
dc.identifier.urihttp://hdl.handle.net/10419/23502-
dc.description.abstractA study was conducted to see whether peer effects could be observed among undergraduates at Williams College, an elite four-year liberal arts school. Specifically, the study explored whether students in the bottom third of their class, with average SAT's of about 1300, would perform better in writing about newspaper articles they read and discussed in groups of three if the two others in the group were academically superior -- from the top third of their class, with SAT's averaging about 1500 -- rather than similar -- also from the bottom third of the class. The results showed that women subjects performed better if their discussion partners were from the top third of the class, but men did better if their discussion partners were from the bottom third. Alternative analyses comparing subjects who had better or worse discussion partners as determined by the quality of their peers videotaped discussion statements, showed that across gender subjects did better written work when their discussion partners were better. The results were interpreted in terms of the principles of social comparison theory (Festinger, 1954).en_US
dc.language.isoengen_US
dc.publisheren_US
dc.relation.ispartofseriesWPEHE discussion paper series / Williams College, Williams Project on the Economics of Higher Education 55en_US
dc.subject.ddc330en_US
dc.subject.stwSoziales Verhaltenen_US
dc.subject.stwStudiumen_US
dc.subject.stwUSAen_US
dc.subject.stwpeer effectsen_US
dc.titleSocial comparison and peer effects at an elite collegeen_US
dc.typeWorking Paperen_US
dc.identifier.ppn366110322en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
Appears in Collections:WPEHE Discussion Paper Series, Williams College

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