Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/23508
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dc.contributor.authorGoethals, George R.en_US
dc.date.accessioned2009-01-29T16:09:42Z-
dc.date.available2009-01-29T16:09:42Z-
dc.date.issued2001en_US
dc.identifier.urihttp://hdl.handle.net/10419/23508-
dc.description.abstractA study was conducted to examine peer effects among undergraduates atWilliams College, a highly selective four-year liberal arts school. Specifically, the studyexplored whether students would perform better writing about newspaper articles theyread and discussed in academically homogeneous or heterogeneous groups of three. Inhomogeneous groups all three students were from either the top half or bottom half oftheir class on academic ratings assigned at the time of admission. Heterogeneous groupsincluded students from both the top and bottom half of their class. The results showedthat students in the top and bottom half performed similarly overall, but that studentsperformed better in homogeneous groups, whether those homogeneous groups were madeup of students in the top half or the bottom half of their classes. This pattern of resultswas stronger for men subjects than women subjects. The results were interpreted interms of the principles of social comparison theory (Festinger, 1954).en_US
dc.language.isoengen_US
dc.publisheren_US
dc.relation.ispartofseries|aWPEHE discussion paper series / Williams College, Williams Project on the Economics of Higher Education |x61en_US
dc.subject.ddc330en_US
dc.subject.stwBildungsverhaltenen_US
dc.subject.stwStudiumen_US
dc.subject.stwGeschlechten_US
dc.subject.stwUSAen_US
dc.subject.stwpeer effectsen_US
dc.titlePeer effects, gender, and intellectual performance among students at a highly selective college : a social comparison of abilities analysisen_US
dc.typeWorking Paperen_US
dc.identifier.ppn366115758en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-

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