Abstract
The present study examined the interrelations among performance in school, friendship choices in the classroom, and the importance of various school-related' activities for a child's self-definition. Children named as friends those classmates whose performance (both actual and distorted) was better than their own on irrelevant activities and somewhat inferior to their own on relevant activities. There was also a striking similarity effect. Friends' overall performance was highly similar to the subject's own overall performance, and both the subjects and friends performed better on the subject's relevant activity than on the subject's irrelevant activity. The performance of a distant other, in this case a disliked other, was derogated on both relevant and irrelevant activities.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
