Unraveling the Impact of Virtual Social Comparisons on Psychological Burnout among Palestinian University Students: a Mixed-Method Study

The internal/external frame of reference (I/E) model describes the formation of students’ math and verbal self‐concepts by the joint effects of social comparisons (where students compare their subject‐specific achievements with those of their classmates) and dimensional comparisons (where students compare their math and verbal achievements with each other). To date, researchers have examined this model in dozens of studies. However, these studies have overestimated the effects of social comparisons because they did not recognize that the social comparison effects in the I/E model also result from dimensional comparisons. This article aims to explain this misunderstanding by developing the difference I/E (dIff/E) model, which represents the joint effects of social and dimensional comparisons more adequately than the classic I/E model. Specific findings of prior I/E model studies are discussed, which require a reinterpretation or only become plausible in light of this research's insights (e.g., where researchers compared the social comparison effects in the I/E model between groups). Moreover, empirical data are analyzed to provide support for the validity of the dIff/E model. As a key conclusion, researchers should understand that the social comparison effects in the I/E model do not only represent effects of social comparisons.

Previous research has shown that three comparison types are involved in the formation of students’ academic self-concepts: social comparisons (where students compare their achievement with their classmates), dimensional comparisons (where students compare their achievement in different subjects), and temporal comparisons (where students compare their achievement across time). The 2I/E model provides a framework to describe the joint effects of these comparisons. To date, it has been tested in 12 empirical studies. However, integration of these findings is lacking, especially in terms of yielding reliable estimates of the strength of social, dimensional, and temporal comparison effects. We therefore conducted an individual participant data (IPD) meta-analysis, in which we reanalyzed the data used in all prior 2I/E model studies (N = 45,248). This IPD meta-analysis provided strong support for the 2I/E model: There were moderate social comparison effects, small to moderate dimensional comparison effects, and small temporal comparison effects on students’ math and verbal self-concepts. Moreover, several moderating variables affected the strength of these effects. In particular, the social and temporal comparison effects were stronger in studies using grades instead of test scores as achievement indicators. Older students showed weaker social comparison effects but stronger dimensional comparison effects compared to younger students. Social comparison effects were also stronger in academic track schools compared to nonacademic track schools. Gender and migration background had only very small impacts on the strength of single comparison effects. In sum, this IPD meta-analysis significantly enhances our knowledge of comparison making in the process of students’ self-concept formation.

Self-evaluative effects of dimensional and social comparison

BackgroundThis research builds on the understanding that low self-acceptance is an important feature of adolescent depression, and that social comparison is a critical factor in self-concept formation during adolescence. However, there are gaps in our understanding of their interactive effects and the non-linear features between these factors in influencing adolescent depression.AimThe study attempts to test two main hypotheses: (1) increased levels of self-acceptance will correlate with reduced depressive symptoms and moderate the negative effects of social comparison on depression; and (2) the relationship between social comparison and depression will exhibit nonlinearity at different levels of self-acceptance.MethodThe study involved 243 adolescents undergoing psychiatric assessment, using dyadic polynomial regression analysis and response surface analysis. These methods were used to assess linearity or nonlinearity and interaction effects between self-acceptance, social comparison and depression.ResultsSignificant findings included a strong negative correlation between self-acceptance and depression. Self-acceptance also showed a negative correlation with social comparison. Polynomial regression revealed a non-linear relationship between social comparison and depression, with moderate levels being beneficial but excessive levels being detrimental. The interaction effect suggested that high self-acceptance might buffer the negative effects of intense social comparison. Furthermore, response surface analysis revealed complex, non-linear interactions between these variables.ConclusionsThis study highlights the protective role of self-acceptance against depression and the complex, non-linear effects of social comparison. It highlights the importance of promoting self-acceptance and a balanced approach to social comparison in adolescent mental health interventions.

BackgroundBased on social comparison theory, two experiments were conducted to explore the effects of depression and social comparison on adolescents, using the ultimatum game (UG).MethodsBefore the formal experiment began, a preliminary experiment tested the effectiveness of social comparison settings. This study used the UG paradigm to explore adolescents’ social decision-making in the context of gain and loss through two experiments. These experiments were designed as a 2 (group: depressive mood group, normal mood group) × 2 (social comparison: upward, downward) × 3 (fairness level: fair 5:5, unfair 3:7, extremely unfair 1:9) three-factor hybrid study.Results(1) The fairer the proposal was, the higher the sense of fairness participants felt, and the higher their acceptance rate. (2) The acceptance rate of the participants for downward social comparison was significantly higher than that for upward social comparison, but there was no difference in fairness perception between the two social comparisons. (3) Under the context of gain, the acceptance rate of the depressive mood group was higher than that of the normal mood group, but there was no difference in the acceptance rate between the depressive mood group and the normal mood group under the loss context. Depressive mood participants had more feelings of unfairness in the contexts of both gain and loss. (4) The effects of depressive mood, social comparison and the fairness level of distribution on social decision-making interact.ConclusionsThe interaction of social comparison, depressive mood and proposal type demonstrates that besides one’s emotion, cognitive biases and social factors can also have an effect on social decision-making. These findings indicate that behavioral decision boosting may provide an avenue for appropriate interventions in helping to guide adolescents to make social decisions.

Social comparison processes were investigated as mechanisms by which elderly women maintain or enhance their psychological well-being in the face of health-related threats or loss. In Study 1, a measure of social comparisons was tested, and a preliminary model of the effects of health and social comparisons on depression was examined (N = 42). In Study 2, a separate sample of elderly women (N = 243) completed self-report measures concerning physical health, upward and downward social comparison processes, and positive and negative aspects of psychological adaptation. As predicted, worse physical health status was linked to more frequent social comparisons; however, more positive social comparisons were related to better mental health outcomes, even for women in poor health. In fact, the effects of social comparisons were strongest for women in the poorest health, resulting in psychological outcomes similar to women in good health. Thus, social comparisons appear to play a significant role in psychological well-being in old age. The findings also point to the importance of distinguishing between frequency and consequences of social comparison processes.

This study aimed to learn the level of the relationship between strategic thinking and psychological conflict among the university students in Palestine, and the difference in each of them according to the following variables: sex, place of residence and the economical level. In this study, the descriptive correlative approach was used by applying the two scales of strategic thinking and psychological conflict on an available sample of (50) male and female students from Al-Quds Open University, (18 males and 32 females). The results of the study showed that there are statistically significant differences at the significance level (a ≥.05) between the averages of strategic thinking and psychological conflict among the university in Palestine in favor of females, and there are no statistically significant differences at the significance level (a ≥.05) between the averages of strategic thinking and psychological conflict among the university students in Palestine due to the variable of specialization or academic year. The results also showed that there is a statistically significant relationship at the significance level (0.05) between the strategic thinking and psychological conflict among the university students in Palestine.

Existing work on the effects of social comparison on envy and generosity typically involves manipulation of social comparison with respect to dimensions that carry personal meaning and reflect upon the self, for example, performance, ability, or achievement. In the current work, we examine the effects of social comparison based on a purely arbitrary, manipulated situation. We measure malicious envy via monetary decisions that have real consequences for the target of comparison, in place of a self‐reported questionnaire. In addition, we test the effects of the preliminary social comparison on generosity in a subsequent and ostensibly unrelated situation. In Experiment 1 we demonstrate the effect of randomly manipulated upward social comparison on a monetary allocation decision, and we establish the link between this allocation decision and malicious envy. In Experiment 2 we show that upward comparison affects not only malicious envy towards the target of the comparison but also decreases generosity towards a third party in a subsequent, ostensibly unrelated situation. Experiment 3 shows the effect of this type of social comparison, beyond a specific direction, on reducing generosity towards a third party.

Production quality and pricing strategy for substitutable products under comparison effects

This study examined how social comparison impacts procrastination and evaluated the mediating role of fear of negative evaluation for university students. Based on the Social Comparison Theory (Festinger, 1954) it was hypothesized that an individual's inclination to engage in social comparison would correlate with increased fear of negative evaluation, resulting in increased procrastination. The sample consisted of 300 university students who completed self-report standardized measures: the Social Comparison Scale (SCS), Brief Fear of Negative Evaluation Scale (BFNE-S), and General Procrastination Scale (GPS). The regression and mediation analyses indicated that procrastination was significantly predicted by social comparison, both directly and indirectly, through their fear of negative evaluation. The mediation model was statistically significant, indicating fear of negative evaluation is a partial mediator between social comparison and procrastination. The results provide indications toward a promising alternative understanding of procrastination not only as a behavioral impediment but to also include cognitive and emotional aspects related to social evaluation concerns. The results of the study provide support for the essential of consideration of fear of self-evaluation or judgment when considering behavior change options in addressing procrastination among university students.

The effects of social comparison and self-construal on creative idea generation: An EEG study

This study explores the bidirectional effect of online social comparison (OSC) on travel intentions (TI) and the mediating role of travel envy (ENVY) and self-enhancement motivation (SEM) in this relationship. Drawing on Social Comparison Theory (SCT), Self-Determination Theory (SDT), and Consumer Behavior (CB) theories, data from 422 participants were analyzed using a parallel mediation model in AMOS and the PROCESS macro in SPSS. The results indicate that OSC directly influences TI, with ENVY and SEM acting as significant mediators. These findings suggest that exposure to travel-related content on digital social media platforms can significantly shape travel planning. Additionally, the study provides valuable insights for tourism businesses and destination managers on how to leverage digital social networks as effective marketing tools.

Contributors. Preface. Part I: Introduction. 1. A Selective History of Classic and Neo Social Comparison Theory J. Suls, L. Wheeler. Part II: Foundations of Social Comparison. 2. Interpreting and Inventing Social Reality: Attributional and Constructive Elements in Social Comparison G.R. Goethals, W.M. Klein. 3. Stability of Related Attributes and the Inference of Ability through Social Comparison W.P. Smith, G.B. Arkelsson. 4. 'Can I Do X?' Using the Proxy Comparison Model to Predict Performance R. Martin. 5. Social Comparison and Influence in Groups D.R. Forsyth. 6. Opinion Comparison: The Role of the Corroborator, Expert and Proxy in Social Influence J. Suls. 7. Self-Evaluation Maintenance and Evolution S.R.H. Beach, A. Tesser. 8. Individual Differences in Social Comparison L. Wheeler. 9. Among the Better Ones: Upward Assimilation in Social Comparison R.L. Collins. 10. Assimilative and Contrastive Emotional Reactions to Upward and Downward Social Comparison R.H. Smith. 11. Examing Social Comparisons with the Test Selection Measure: Opportunities for the Researcher and the Research Participant J.V. Wood. 12. Social Comparison: Lessons from Basic Research on Judgment D.H. Wedell, A. Parducci. 13. Consequences of Social Comparison: Selective Accessibility, Assimilation, and Contrast T. Mussweiler, F. Strack. 14. Evaluating Social Comparison Targets M.D. Alicke. 15. Social Comparison, Affiliation, and Emotional Contagion Under Threat J.A. Kulik, H.I.M. Mahler. Part III: Related Social Phenomena. 16. The Projective Perception of the Social World: A Building Block of Social Comparison Processes J. Krueger. 17. Social Judgment as Implicit Social Comparison D. Dunning. 18. Comparing Comparisons: An Integrative Perspective on Social Comparisons and Counterfactual Thinking J.M. Olson, et al. Part IV: Applications. 19. Social Identity and Social Comparison M.A. Hogg. 20. Social Comparison and Fairness: A Counterfactual Simulations Perspective R. Folger, E.E. Kass. 21. Social Comparison Processes in Health and Illness H. Tennen, et al. Part V: Commentary. 22. Toward an Enlightenment in Social Comparison Theory: Moving Beyond Classic and Renaissance Approaches F.X. Gibbons, B.P. Buunk. Author Index. Subject Index.

BackgroundAnxiety and depression are more common among university students than in the general population. It is reported internationally that the COVID-19 pandemic increased the prevalence of anxiety and depression among students. This study aimed to measure the prevalence of anxiety and depression among university students in Palestine and to explore the association between anxiety and depression during the COVID-19 pandemic. A cross-sectional questionnaire-based descriptive study was carried out on university students. The Generalized Anxiety Disorder Scale (GAD-7) and the Center for Epidemiological Studies Depression (CES-D) scale were used to evaluate anxiety and depression, respectively. Chi-square was used to evaluate the risk factors associated with the levels of anxiety and depression. The association between anxiety and depression was evaluated using Pearson correlation.ResultsA total of 1049 students were enrolled in the study. The prevalence of depression among them was 55.8%, 26.4%, and 9.8% for severe, moderate, and mild depression, respectively. Depression symptoms were significantly variable based on students’ field and year of study, sleeping period, smoking, and food source. The prevalence of anxiety was 16.1%, 30.7%, and 36.1% for severe, moderate, and mild anxiety, respectively. Anxiety symptoms were significantly variable based on students’ gender, year of study, sleeping period, smoking, and place of residence. A strong positive correlation was observed between the CES-D and GAD-7 scores (R = 0.707).ConclusionPalestinian university students suffer from elevated levels of anxiety and depression during the COVID-19 pandemic. This necessitates the need for strategies by stakeholders to take immediate and appropriate interventions.

Students evaluate their domain-specific abilities by comparing their own achievement in a certain domain with the achievement of others (social comparison), with their own prior achievement (temporal comparison), and with their own achievement in other domains (dimensional comparison). This article is the first to analyze the simultaneous effects of social, temporal, and dimensional comparisons on students’ academic self-concepts of various domains in experimental and field studies. In Study 1 (N = 120), students judged their ability self-concept after having received experimentally manipulated social, temporal, and dimensional comparison feedback. In Study 2 (N = 924), students had to rate their math and German self-concept and were asked to directly compare their achievement to social, temporal, and dimensional comparison standards. In the longitudinal Study 3a (N = 3,054) and 3b (N = 14,008), the three types of comparisons were modeled in an extended internal/external frame of reference model (Marsh, 1986) containing paths from math and verbal achievement level and achievement change to math and verbal self-concept. In all studies, social, temporal, and dimensional comparisons showed significant effects on self-concept. For each comparison process, downward comparisons with worse-off standards resulted in higher self-concepts, whereas upward comparisons with better-off standards resulted in lower self-concepts. These results are in accordance with the theories underlying social, temporal, and dimensional comparison processes and support their integration into a combined framework. (PsycINFO Database Record (c) 2018 APA, all rights reserved)