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dc.contributor.authorKugler, Matthew B.en_US
dc.contributor.authorGoethals, George R.en_US
dc.date.accessioned2012-06-01T15:13:22Z-
dc.date.available2012-06-01T15:13:22Z-
dc.date.issued2006en_US
dc.identifier.urihttp://hdl.handle.net/10419/58240-
dc.description.abstractTwo studies explored the experience and performance of students at Williams College in three-person groups that were homogeneous or heterogeneous in rated academic ability. In accord with hypotheses from Festinger's (1954) social comparison theory, students in academically homogeneous groups had more positive experiences and performed better on measures of written and video-taped performance. These results differ somewhat from recent studies of peer effects among roommates and from a line of recent social comparison research regarding the effect of exposure to superior others on one's own performance. In addition, students in single-sex groups had higher scores on several self-report and performance measures. Qualifying this finding were additional results showing that women did better in single-sex, while men did better in mixed-sex groups. The overall results were framed in terms of social comparison dynamics.en_US
dc.language.isoengen_US
dc.publisherWilliams College Williamstown, Mass.en_US
dc.relation.ispartofseriesWPEHE Discussion Paper series 70en_US
dc.subject.ddc330en_US
dc.subject.stwSoziale Gruppeen_US
dc.subject.stwVerhaltenen_US
dc.subject.stwStudierendeen_US
dc.titleSocial comparison of abilities at an elite college: Feeling outclassed with 1350 SATsen_US
dc.typeWorking Paperen_US
dc.identifier.ppn592669017en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen_US
Appears in Collections:WPEHE Discussion Paper Series, Williams College

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