Abstract
Thisresearchexaminestheimpactofsame-sexversusopposite-sexsocial comparisonsontheperceptionofone'sownabilitiesatschoolandsubsequentreported marks and academic choices. During theirfinal year, male and female high school stu- dentswereaskedtodescribethemselveseitherincomparisonwithboysintheirclass,in comparison with girls in their class or without any explicit social comparison (control group).Theinteractioneffectsofgenderandcomparisoncontextonacademicselfcon- cept, school marks and academic choices indicated that gender differences depend on the comparison context. Particularly, as predicted, gender differences disappeared in the same-sex social comparison condition, and even became inverted for the intended academic choices. Here, boys intended to choose more than girls Preparatory Courses for Higher Education (PCHE) in the opposite-sex social comparison condition, while girls more often chose a prestigious PCHE than boys in the same-sex social compar- ison condition. The theoretical, methodological and practical implications of these findings are discussed.
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