The Role of Social Comparison in Academic Development and Subjective Well-Being Among Chinese Adolescents: From Variable- and Person-Centered Perspectives
The purpose of this study was to address the role of social comparison in determining individual development by exploring the relationship of four types of social comparison with academic persistence‒procrastination and subjective well-being among Chinese adolescents ( n = 530, M age = 14.59) from...
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| Veröffentlicht in: | School mental health 2024-09, Vol.16 (3), p.983-993 |
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| creator | Liu, Hongrui Liu, Yuxuan Yao, Meiling |
| description | The purpose of this study was to address the role of social comparison in determining individual development by exploring the relationship of four types of social comparison with academic persistence‒procrastination and subjective well-being among Chinese adolescents (
n
= 530,
M
age
= 14.59) from both variable- and person-centered perspectives. Results showed that the paths from social comparison to outcome were significant in most cases. Upward contrast (i.e., focusing on differences with superior targets) and downward identification (i.e., focusing on similarities with inferior targets) seemed detrimental, but upward identification (i.e., focusing on similarities with superior targets) and downward contrast (i.e., focusing on differences with inferior targets) seemed beneficial for adolescent development. Moreover, four social comparison profiles (moderate, 52.1%; high, 14.3%; upward contrast, 5.7%; and positive interpretation, 27.9%) emerged. The upward contrast profile was the least adaptive, and the positive interpretation profile (with high upward identification and downward contrast) was the most adaptive. This study provides new insights for understanding the role of social comparison in adolescent development and how to make more constructive use of it. |
| doi_str_mv | 10.1007/s12310-024-09675-5 |
| format | Article |
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n
= 530,
M
age
= 14.59) from both variable- and person-centered perspectives. Results showed that the paths from social comparison to outcome were significant in most cases. Upward contrast (i.e., focusing on differences with superior targets) and downward identification (i.e., focusing on similarities with inferior targets) seemed detrimental, but upward identification (i.e., focusing on similarities with superior targets) and downward contrast (i.e., focusing on differences with inferior targets) seemed beneficial for adolescent development. Moreover, four social comparison profiles (moderate, 52.1%; high, 14.3%; upward contrast, 5.7%; and positive interpretation, 27.9%) emerged. The upward contrast profile was the least adaptive, and the positive interpretation profile (with high upward identification and downward contrast) was the most adaptive. This study provides new insights for understanding the role of social comparison in adolescent development and how to make more constructive use of it.</description><identifier>ISSN: 1866-2625</identifier><identifier>EISSN: 1866-2633</identifier><identifier>DOI: 10.1007/s12310-024-09675-5</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Academic achievement ; Academic Persistence ; Anniversaries ; Behavioral Science and Psychology ; Child and School Psychology ; Clinical Psychology ; Developmental Psychology ; Education ; Educational Practices ; Emotions ; Identification ; Learning ; Life Satisfaction ; Mental depression ; Mental health ; Original Paper ; Procrastination ; Psychology ; Self esteem ; Smartphones ; Student Development ; Student Motivation ; Students ; Teenagers</subject><ispartof>School mental health, 2024-09, Vol.16 (3), p.983-993</ispartof><rights>The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c200t-f5f0136514b3785e265abf373737709d073ae8e7e86fd2ddfba2e8222dac460d3</cites><orcidid>0000-0001-6783-0066</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s12310-024-09675-5$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s12310-024-09675-5$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,776,780,27903,27904,41467,42536,51297</link.rule.ids></links><search><creatorcontrib>Liu, Hongrui</creatorcontrib><creatorcontrib>Liu, Yuxuan</creatorcontrib><creatorcontrib>Yao, Meiling</creatorcontrib><title>The Role of Social Comparison in Academic Development and Subjective Well-Being Among Chinese Adolescents: From Variable- and Person-Centered Perspectives</title><title>School mental health</title><addtitle>School Mental Health</addtitle><description>The purpose of this study was to address the role of social comparison in determining individual development by exploring the relationship of four types of social comparison with academic persistence‒procrastination and subjective well-being among Chinese adolescents (
n
= 530,
M
age
= 14.59) from both variable- and person-centered perspectives. Results showed that the paths from social comparison to outcome were significant in most cases. Upward contrast (i.e., focusing on differences with superior targets) and downward identification (i.e., focusing on similarities with inferior targets) seemed detrimental, but upward identification (i.e., focusing on similarities with superior targets) and downward contrast (i.e., focusing on differences with inferior targets) seemed beneficial for adolescent development. Moreover, four social comparison profiles (moderate, 52.1%; high, 14.3%; upward contrast, 5.7%; and positive interpretation, 27.9%) emerged. The upward contrast profile was the least adaptive, and the positive interpretation profile (with high upward identification and downward contrast) was the most adaptive. This study provides new insights for understanding the role of social comparison in adolescent development and how to make more constructive use of it.</description><subject>Academic achievement</subject><subject>Academic Persistence</subject><subject>Anniversaries</subject><subject>Behavioral Science and Psychology</subject><subject>Child and School Psychology</subject><subject>Clinical Psychology</subject><subject>Developmental Psychology</subject><subject>Education</subject><subject>Educational Practices</subject><subject>Emotions</subject><subject>Identification</subject><subject>Learning</subject><subject>Life Satisfaction</subject><subject>Mental depression</subject><subject>Mental health</subject><subject>Original Paper</subject><subject>Procrastination</subject><subject>Psychology</subject><subject>Self esteem</subject><subject>Smartphones</subject><subject>Student Development</subject><subject>Student Motivation</subject><subject>Students</subject><subject>Teenagers</subject><issn>1866-2625</issn><issn>1866-2633</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><recordid>eNp9kc1Kw0AUhYMoWKsv4GrA9ej8dCaJuxqtCgXFVl0Ok8xNm5Jk4kxb8FV8WqeN6E4u3B8457uLE0XnlFxSQuIrTxmnBBM2wiSVscDiIBrQRErMJOeHvzsTx9GJ9ytCJGeSDKKv-RLQi60B2RLNbFHpGmW26bSrvG1R1aJxoQ00VYFuYQu17Rpo10i3Bs02-QqKdbUF9A51jW-gahdo3NjQs2XVggc0NgHti2Dx12jibIPeAlnnNeA94xlceIOzIAAH_d31UH8aHZW69nD2M4fR6-Runj3g6dP9Yzae4oIRssalKAnlUtBRzuNEAJNC5yWPdxWT1JCYa0gghkSWhhlT5ppBwhgzuhhJYvgwuui5nbMfG_BrtbIb14aXilPKUpmKVAQV61WFs947KFXnqka7T0WJ2mWg-gxUyEDtM1A7E-9NPojbBbg_9D-ubxUaixI</recordid><startdate>20240901</startdate><enddate>20240901</enddate><creator>Liu, Hongrui</creator><creator>Liu, Yuxuan</creator><creator>Yao, Meiling</creator><general>Springer US</general><general>Springer Nature B.V</general><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0001-6783-0066</orcidid></search><sort><creationdate>20240901</creationdate><title>The Role of Social Comparison in Academic Development and Subjective Well-Being Among Chinese Adolescents: From Variable- and Person-Centered Perspectives</title><author>Liu, Hongrui ; Liu, Yuxuan ; Yao, Meiling</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c200t-f5f0136514b3785e265abf373737709d073ae8e7e86fd2ddfba2e8222dac460d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Academic achievement</topic><topic>Academic Persistence</topic><topic>Anniversaries</topic><topic>Behavioral Science and Psychology</topic><topic>Child and School Psychology</topic><topic>Clinical Psychology</topic><topic>Developmental Psychology</topic><topic>Education</topic><topic>Educational Practices</topic><topic>Emotions</topic><topic>Identification</topic><topic>Learning</topic><topic>Life Satisfaction</topic><topic>Mental depression</topic><topic>Mental health</topic><topic>Original Paper</topic><topic>Procrastination</topic><topic>Psychology</topic><topic>Self esteem</topic><topic>Smartphones</topic><topic>Student Development</topic><topic>Student Motivation</topic><topic>Students</topic><topic>Teenagers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Liu, Hongrui</creatorcontrib><creatorcontrib>Liu, Yuxuan</creatorcontrib><creatorcontrib>Yao, Meiling</creatorcontrib><collection>CrossRef</collection><jtitle>School mental health</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Liu, Hongrui</au><au>Liu, Yuxuan</au><au>Yao, Meiling</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The Role of Social Comparison in Academic Development and Subjective Well-Being Among Chinese Adolescents: From Variable- and Person-Centered Perspectives</atitle><jtitle>School mental health</jtitle><stitle>School Mental Health</stitle><date>2024-09-01</date><risdate>2024</risdate><volume>16</volume><issue>3</issue><spage>983</spage><epage>993</epage><pages>983-993</pages><issn>1866-2625</issn><eissn>1866-2633</eissn><abstract>The purpose of this study was to address the role of social comparison in determining individual development by exploring the relationship of four types of social comparison with academic persistence‒procrastination and subjective well-being among Chinese adolescents (
n
= 530,
M
age
= 14.59) from both variable- and person-centered perspectives. Results showed that the paths from social comparison to outcome were significant in most cases. Upward contrast (i.e., focusing on differences with superior targets) and downward identification (i.e., focusing on similarities with inferior targets) seemed detrimental, but upward identification (i.e., focusing on similarities with superior targets) and downward contrast (i.e., focusing on differences with inferior targets) seemed beneficial for adolescent development. Moreover, four social comparison profiles (moderate, 52.1%; high, 14.3%; upward contrast, 5.7%; and positive interpretation, 27.9%) emerged. The upward contrast profile was the least adaptive, and the positive interpretation profile (with high upward identification and downward contrast) was the most adaptive. This study provides new insights for understanding the role of social comparison in adolescent development and how to make more constructive use of it.</abstract><cop>New York</cop><pub>Springer US</pub><doi>10.1007/s12310-024-09675-5</doi><tpages>11</tpages><orcidid>https://orcid.org/0000-0001-6783-0066</orcidid></addata></record> |
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| subjects | Academic achievement Academic Persistence Anniversaries Behavioral Science and Psychology Child and School Psychology Clinical Psychology Developmental Psychology Education Educational Practices Emotions Identification Learning Life Satisfaction Mental depression Mental health Original Paper Procrastination Psychology Self esteem Smartphones Student Development Student Motivation Students Teenagers |
| title | The Role of Social Comparison in Academic Development and Subjective Well-Being Among Chinese Adolescents: From Variable- and Person-Centered Perspectives |
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