Attenuating the school context increases students’ academic self-concept

Tamas Keller

Economics and Business Letters, 2021, vol. 10, issue 4, 416-423

Abstract: We show two examples of how attenuating school-context-generated automatic social comparison leads to an increase in students’ academic self-concept (ASC), which is known to regulate the effort students put into education. In Study 1, we exploited COVID-19 induced home-based education to find that students’ ASC in reading and writing increased outside the school context. In Study 2, we activated/attenuated the school context by different priming in a randomized survey experiment. Here, we found that students who first reported their ASC, and subsequently their grades, had higher ASC in reading (but not in writing) than those who first reported their grades. The results indicate that social comparison might indirectly harm students’ educational achievement and attainment via their ASC.

Date: 2021
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://reunido.uniovi.es/index.php/EBL/article/view/16325 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ove:journl:aid:16325

Access Statistics for this article

Economics and Business Letters is currently edited by Francisco J. Delgado

More articles in Economics and Business Letters from Oviedo University Press Contact information at EDIRC.
Bibliographic data for series maintained by Francisco J. Delgado ().