Positive Social Comparisons Research Articles

The Relationship Between Body Image Dissatisfaction, Psychopathological Symptoms, Social Comparisons With Peers and Celebrities, and Self-Compassion in Men.

This study aimed to further understand body image among men by examining differences in body dissatisfaction and physical appearance-related comparisons with peers and celebrities, self-compassion, depressive and anxiety symptoms, and explore the relationship between male body image dissatisfaction, self-compassion, and depressive symptoms. The sample comprised 220 Portuguese men aged 18-66 years old, mostly single (78.2%) and with a mean Body Mass Index (BMI) of 24.81. Participants completed online measures assessing depressive and anxiety symptoms, male body dissatisfaction, self-compassion, and social comparison disseminated through social media and online forums. No significant differences were found between the BMI groups regarding anxiety, depression, and self-compassion. Underweight and typical weight groups revealed significantly less male body dissatisfaction (body fat dimension). Participants in the obesity group revealed less positive social comparisons with peers and celebrities. Regression results showed that age, years of education, the muscularity dimension of the male body dissatisfaction, and self-compassion were significant predictors, accounting for 26% of depressive symptoms. Cultivating self-compassionate skills may be helpful for dealing with muscularity dissatisfaction, thus leading to less depressive symptoms.

Social and dimensional comparisons of achievement in multifaceted task value formation among adolescents

Students routinely compare their achievement across different subjects (dimensional comparison) and against that of their peers (social comparison). Yet, it is unclear how these comparison processes influence their task values (intrinsic, attainment, utility, cost) and the observed gender differences in these values. Utilizing structural equation models, we tested the associations between Grade 7 achievement (in Finnish and math) and Grade 8 task values among 1325 Finnish students (Mage at Grade 7 = 12.8 years, 52 % girls). We observed positive social comparison (within-domain) effects on all value facets, and partial negative dimensional comparison (cross-domain) effects: higher Finnish achievement was associated with lower intrinsic value and higher cost in math. Despite outperforming boys in Finnish and math, girls reported lower intrinsic value and higher cost in math – effects not explained by achievement comparisons. These results imply that task values development may rely on comparisons of other factors beyond individual achievement.

Effect of positive social comparative feedback on the resting state connectivity of dopaminergic neural pathways: A preliminary investigation

Positive social comparative feedback is hypothesized to generate a dopamine response in the brain, similar to reward, by enhancing expectancies to support motor skill learning. However, no studies have utilized neuroimaging to examine this hypothesized dopaminergic mechanism. Therefore, the aim of this preliminary study was to investigate the effect of positive social comparative feedback on dopaminergic neural pathways measured by resting state connectivity. Thirty individuals practiced an implicit, motor sequence learning task and were assigned to groups that differed in feedback type. One group received feedback about their actual response time to complete the task (RT ONLY), while the other group received feedback about their response time with positive social comparison (RT + POS). Magnetic resonance imaging was acquired at the beginning and end of repetitive motor practice with feedback to measure practice-dependent changes in resting state brain connectivity. While both groups showed improvements in task performance and increases in performance expectancies, ventral tegmental area and the left nucleus accumbens (mesolimbic dopamine pathway) resting state connectivity increased in the RT + POS group but not in the RT ONLY group. Instead, the RT ONLY group showed increased connectivity between ventral tegmental area and primary motor cortex. Positive social comparative feedback during practice of a motor sequence task may induce a dopaminergic response in the brain along the mesolimbic pathway. However, given that absence of effects on expectancies and motor learning, more robust and individualized approaches may be needed to provide beneficial psychological and behavioral effects.

Trajectories of digital flourishing in adolescence: The predictive roles of developmental changes and digital divide factors.

Digital flourishing refers to the positive perceptions of digital communication use in five dimensions: connectedness, positive social comparison, authentic self-presentation, civil participation, and self-control. This three-wave panel study among 1081 Slovenian adolescents (Mage = 15.34 years, 53.8% boys, 80.7% ethnic majority) explored the trajectories of their digital flourishing dimensions over 1 year (2021-2022). Latent class growth analysis identified two classes. Adolescents in the first class reported high levels of digital flourishing, which remained stable over time, whereas those in the second class reported low levels of digital flourishing with decreased self-control over time. Autonomy-supportive restrictive, autonomy-supportive active, and controlling active parental mediation styles, together with high parental digital skills, predicted adolescents' belongingness to the (more digitally flourishing) first class.

What is beautiful is good: attractive avatars for healthier dining and satisfaction

PurposeAs technology increasingly integrates into the restaurant industry, avatar servers present a promising avenue for promoting healthier dining habits. Grounded in the halo effect theory and social comparison theory, this study aims to delve into the influence of avatars' appearance, humor and persuasion on healthier choices and customer satisfaction.Design/methodology/approachThis paper comprises three experimental studies. Study 1 manipulates avatar appearance (supermodel-looking vs normal-looking) to examine its effects on perceived attractiveness, warmth and relatability. These factors influence customer satisfaction and healthy food choices through the psychological mechanisms of social comparison and aspirational appeal. Studies 2 and 3 further refine this theoretical model by assessing the interplay of appearance with humor (presence vs absence) and persuasion (health-oriented vs beauty-oriented), respectively.FindingsResults suggest that avatars resembling supermodels evoke stronger aspirational appeal and positive social comparison due to their attractiveness, thus bolstering healthier choices and customer satisfaction. Moreover, humor moderates the relationship between appearance and attractiveness, while persuasion moderates the effects of appearance on social comparison and aspirational appeal.Research limitations/implicationsThis research bridges the halo effect theory and social comparison theory, offering insights enriching the academic discourse on technology’s role in hospitality.Practical implicationsThe findings provide actionable insights for managers, tech developers and health advocates.Originality/valueDespite its significance, avatar design research in the hospitality sector has been overlooked. This study addresses this gap, offering a guideline for crafting attractive and persuasive avatars.

Digital Flourishing in the U.S.: Validation of the Digital Flourishing Scale (DFS) and Demographic Exploration

ABSTRACT An increasing number of research studies have focused on exploring both the negative and positive effects of computer-mediated communication on individuals’ mental health and well-being. However, there is a lack of a comprehensive scale that measures an individual’s online well-being. The 25-item Digital Flourishing Scale (DFS) was introduced to measure the 25-item Digital Flourishing Scale (DFS) to measure individuals’ positive perceptions of experiences and behaviors in mediated social interactions. The current pre-registered study aimed to establish the convergent, discriminant, and concurrent criterion validity of the DFS and its five subscales (connectedness, authentic self-presentation, civil participation, positive social comparison, self-control). Additionally, the study aimed to explore digital flourishing among different demographic groups. A Qualtrics sample of N = 486, representative of the American population in terms of age, gender, ethnicity, and income, was obtained in December 2021. Convergent validity was established for four out of the five subscales. Discriminant validity for the overall DFS score has been confirmed. The DFS was found to have a positive correlation with general well-being and a negative correlation with mental health problems (for three of the subscales after controlling for age). Furthermore, the study suggests a digital divide in terms of digital flourishing in relation to education and income. Several interesting findings related to demographics, digital flourishing, and mental health are discussed.

Positive social comparison mechanism based on social comparison theory: Independency and interdependency on SNS in younger generation in Korea

AbstractPeople utilize social networking services (SNSs) as a means of self‐expression. Therefore, it is necessary to create a positive environment for users to share such content. In this study, we investigated the social comparisons made by SNS users based on the social comparison theory. Furthermore, we examined the posting tendency according to the social comparisons made by young people on SNS, specifically in terms of luxury products. The study employs the social comparison theory, as well as passive reactions to posts by SNS users, to offer insights into various aspects of SNS usage behavior, ranging from reading and posting to the satisfaction of uploading. We surveyed college students in South Korea to test our hypotheses. The findings reveal that the younger the users engage in positive social comparisons through social media activities, the stronger their tendency to create independent posts. Thus, this study extends the social comparison theory by suggesting the possibility of promoting a positive environment for social comparisons among SNS followers, thereby strengthening the virtuous cycle structure of SNSs, where followers become publishers. In addition, the study findings suggest that SNS operators and marketers will be able to provide practical help in establishing operational strategies aimed at promoting the posts of SNS users and generating positive effects.

The Oxford Positive Self Scale: psychometric development of an assessment of cognitions associated with psychological well-being.

Developing, elaborating, and consolidating positive views of the self is a plausible route to increased psychological well-being. We set out to provide an assessment of positive self-beliefs that could be used in research and clinical practice. A non-probability online survey was conducted with 2500 UK adults, quota sampled to match the population for age, gender, ethnicity, income, and region. Exploratory factor analysis of a 94-item pool - generated with guidance from people with lived experience of mental health difficulties - was conducted to develop the Oxford Positive Self Scale (OxPos). The item pool was further reduced using regularised structural equation modelling (SEM) before confirmatory factor analysis. Optimal cut-off scores were developed using receiver operating characteristic curves. Additional validations were carried out with two further general population cohorts (n = 1399; n = 1693). A 24-item scale was developed with an excellent model fit [robust χ2 = 995.676; df = 246; CFI = 0.956; TLI = 0.951; RMSEA = 0.049 (0.047, 0.052); SRMR = 0.031]. The scale comprises four factors: mastery; strength; enjoyment; and character. SEM indicated that the scale explains 68.6% of variance in psychological well-being. The OxPos score was negatively correlated with depression (r = -0.49), anxious avoidance (r = -0.34), paranoia (r = -0.23), hallucinations (r = -0.20), and negative self-beliefs (r = -0.50), and positively correlated with psychological well-being (r = 0.79), self-esteem (r = 0.67), and positive social comparison (r = 0.72). Internal reliability and test-retest reliability were excellent. Cut-offs by age and gender were generated. A short-form was developed, explaining 96% of the full-scale variance. The new open access scale provides a psychometrically robust assessment of positive cognitions that are strongly connected to psychological well-being.

Effects of positive social comparative feedback on motor sequence learning and performance expectancies.

Positive social comparative feedback indicates to the learner that they are performing better than others. While this type feedback supports motor skill learning in some tasks, the effect of social comparative feedback on implicit motor sequence learning remains unknown. The aim of this study was to determine the effect of positive social comparative feedback on the learning of and expectancies for a motor sequence task. Forty-eight individuals practiced a joystick-based sequence task and were divided into three feedback groups: CONTROL (no performance feedback), RT ONLY (response time only feedback), and RT+POS (response time plus positive social comparison). Participants attended sessions on two consecutive days: Day 1 for repetitive motor practice/skill acquisition and Day 2 for retention testing. Performance related expectancies, like perceived competence, were measured before and after motor practice on Day 1 and at retention on Day 2. While all groups improved with practice, the CONTROL group showed better overall performance/learning (faster response times) compared with the RT ONLY group. Despite similar response times, the RT+POS showed higher peak velocities than the RT ONLY group. Overall, the RT+POS and CONTROL demonstrated increases in perceived competence while the RT ONLY group did not. The results of this study suggest that feedback content is an important consideration during motor practice sessions since feedback without context (RT ONLY) may be detrimental to motor sequence learning. The results also suggest that, if providing performance related feedback during practice of a skill that relies on implicit sequence learning processes, comparative context may be necessary for enhancing expectancies and supporting.

Exploring gamblers’ experiences of problem gambling interventions: A qualitative study

A variety of services are available for those who experience problems with their gambling, though understanding about the effectiveness of and mechanisms behind these interventions remains limited. Insight into how users of these interventions experience them is limited further still. This is therefore an exploratory study of 10 problem gamblers’ experiences of the various interventions available to them, with a focus on their reasons for using them and their insights into the costs and benefits of each approach. The results described three main themes: (1) “degrees of investment” which illustrated the factors affecting investment in different interventions, highlighting the importance of the shared experience; (2) “social comparison” which highlighted how comparing one’s own gambling experience to that of others (both positively and negatively) bolstered recovery goals; and (3) “what works” whereby participants unpacked what they felt was effective for them and why, such as personalisation. Transcending these themes was the perception that “experience is expertise” and that due to their lived experience gamblers should be considered the experts on recovery over and above “trained professionals”. Overall, Gamblers Anonymous emerged as the most positive intervention as it facilitated participants’ sense of investment, encouraged positive social comparison, was deemed to be most effective and also epitomized the focus on “experience is expertise” as the groups are run by members rather than qualified practitioners. Therefore, not only does GA involve gamblers helping each other, but provides the context for physical connection, personalisation (through being listening and responded to individually) and support through social media.

Generation OnlyFans: Examining the Effects of “Raunch Culture” on Depression via Social Media Use and Social Comparisons

“Raunch culture” is a term describing the promotion of overtly sexual representations of women. This concept may provide people opportunities to engage in positive social comparisons, but also negative social comparisons. As such, this concept could also relate to the phenomenology of depression in women. In an attempt to further investigate the effects of raunch culture, this study examined relationships between raunch culture, depression, and social media use in undergraduate students. Participants (N = 199) from a moderately-sized university in the Midwest completed measures of raunch culture, depression, social comparison, and social media use via an online platform. Primary hypotheses centered around the impact of raunch culture on depressive symptoms, as well as other variables such as social comparison and social media behaviors and their involvement regarding the relationship between endorsement of raunch culture and depression. Findings suggest that students with greater depressive symptoms were more likely to be accepting of behaviors associated with raunch culture, and that this effect may be more prominent in women. Results also indicate that raunch culture may be associated with an unfolding pathway, wherein endorsement of these features is associated with more intense consumption of social media, which in turn can lead to higher rates of social comparison and ultimately affect depressive symptoms. Future research may benefit from examining raunch culture and social media involvement in the context of other important psychosocial variables.

Positive digital communication among youth: The development and validation of the digital flourishing scale for adolescents.

Research has extensively studied the negative effects of digital communication on adolescents’ well-being. However, positive digital experiences and behavior in adolescence are still poorly understood. The recently developed Digital Flourishing Scale addresses this gap and focuses on the positive perceptions of a user’s experiences and behaviors in digital communication among adults. In this paper, we developed an adolescent version of this scale. Study 1 demonstrated the internal consistency of the scale and the same factor structure for adolescence as for adulthood: connectedness, civil participation, positive social comparison, authentic self-presentation, and self-control. Study 2 confirmed the identified factor structure with a second sample of adolescents and established measurement invariance across genders. The construct validity of the scale was confirmed by investigating associations with related constructs, including the basic psychological needs from self-determination theory (competence, autonomy, and relatedness), secure attachment to a close friend, Internet aggression, social media-induced inspiration, authenticity of posted positive content, and social media self-control failure. The results indicated that not all adolescents flourish equally online. Differences occurred depending on the adolescents’ gender and socioeconomic status. The paper concludes that the newly developed scale is a valid and reliable measure for assessing adolescents’ perceptions of digital thriving and digital empowerment.

Only tomorrow: Delayed effects of teachers attitude on motor skill learning

Motor skill tasks provide unique opportunities to examine the impact of teachers' feedback on learners’ performance, as the quality and quantity of motor behavior can be objectively assessed during the practice session (online-gains) and afterwards (delayed, offline-gains). We tested the learning and overnight retention of a newly instructed movement sequence in young healthy adults in three conditions of teacher-learner interaction, determined by the feedback afforded by the teacher: Indifferent-minimal (IM), General-encouragement (GE), Positive-social-comparison (PSC). All three conditions resulted in robust within-session gains in speed with no loss of accuracy. However, overnight, most trainees in the GE and PSC groups, but not in the IM group, expressed additional delayed gains. PSC group also exhibited feedback-induced increase in positive mood, which was correlated with their delayed gains. These results indicate that teacher-learner interactions during the learning session can affect long-term skill by modulating memory consolidation processes, even when within-session gains are unaffected.

Keeping up with the Wangs: individual and contextual influences on mental wellbeing and depressive symptoms in China

BackgroundIn recent decades, China has experienced dramatic changes to its social and economic environment, which has affected the distribution of wellbeing across its citizens. While several studies have investigated individual level predictors of wellbeing in the Chinese population, less research has been done looking at contextual effects. This cross-sectional study looks at the individual and contextual effects of (regional) education, unemployment and marriage (rate) on individual happiness, life satisfaction and depressive symptomatology.MethodsData were collected from over 29,000 individuals (aged 18 to 110, 51.91% female) in the China Family Panel Studies, and merged with county level census data obtained from the 2010 China Population Census and Statistical Yearbook. To explore contextual effects, we used multilevel models accounting for the hierarchical structure of the data.ResultsWe found that a one-year increase in education was associated with a 0.17% increase in happiness and a 0.16% decrease in depressive symptoms. Unemployed men were 1% less happy, 1% less satisfied with life and reported 0.84% more depressive symptoms than employed men while minimal effects were seen for women. Single, divorced and widowed individuals had worse outcomes than married individuals (ranging from 2.96 to 21% differences). We found interaction effects for education and employment. Less educated individuals had greater happiness and less depressive symptoms in counties with higher average education compared to counterparts in less educated counties. In contrast, more educated individuals were less satisfied with life in more educated counties, an effect that is possibly due to social comparison. Employed individuals had lower life satisfaction in areas of high unemployment, while levels were constant for the unemployed. A 1% increase in county marriage rate was associated with 0.33 and 0.24% increases in happiness and life satisfaction respectively, with no interactions. We speculate that this effect could be due to greater social cohesion in the neighbourhood.ConclusionsOur results show that policies designed to improve employment and marriage rates will be beneficial for all, while interventions to encourage positive social comparison strategies may help to offset the negative effects of increasing neighbourhood average education on the highly educated.

Manipulating the sensation of feeling fat: The role of alexithymia, interoceptive sensibility and perfectionism

ObjectiveFeeling fat reflects difficulties in processing emotions and is an important aspect of body image and eating disorders. The current study aimed to develop a novel social comparison manipulation to induce feeling fat and to explore personality traits that may increase an individual's vulnerability. MethodsAt time 1, 254 healthy females (24.14 years, BMI = 23.77) completed the feeling fat subscale of the Body Attitudes Questionnaire, as well as self-report measures of alexithymia, interoceptive sensibility, physical appearance comparison and perfectionism online. At time 2, a subset of 107 participants (22.39 years, BMI = 23.85) were randomly assigned to a condition: negative social comparison, positive social comparison, negative general, or neutral (as a control). ResultsAt time 1, greater tendency to feel fat was significantly associated with difficulty identifying and describing feelings (alexithymia), poorer interoceptive sensibility, higher socially-prescribed perfectionism, and greater engagement in physical appearance comparisons. At time 2, participants in the negative social comparison condition reported significantly greater increases in feeling fat compared to the control condition, but only when they were also high in alexithymia or socially-prescribed perfectionism. DiscussionCurrent findings provide new insights into the potential mechanisms underpinning feeling fat and highlight how a novel social comparison manipulation can be used to induce the sensation of feeling fat.

Role of Social Comparison and Interpersonal Skills in Positive Parenting and Self-Esteem in Pakistani Adolescents: A Serial Mediation Analysis

The current research explored the serial mediating role of social comparison and interpersonal skills in the association between positive parenting and self-esteem in adolescents. The participants for this study comprised 674 (boys = 47%, girls = 53%) adolescents recruited from the mainstream government school of Lahore, an urbanized city of Pakistan, by using a multistage sampling technique. Participants for this research have an age range of 12–19 years ( M = 14.88, SD = 1.33). Parenting Style Scale for Adolescents, Self-Esteem Scale for Children, Social Comparison Scale, and Interpersonal Skills Scale were used to measure the positive parenting, self-esteem, social comparison, and interpersonal skills, respectively. Based on the study results, it was concluded that social comparison and interpersonal skills partially mediate the relationship between positive parenting and self-esteem. The results of the research are discussed in the light of pertinent literature, and some recommendations were given for upcoming studies.

Blurred boundaries between Pro-Anorexia and Fitspiration media? Diverging cognitive and emotional effects

ABSTRACT Social media is an emerging source of body-focused messages affecting young women. This research investigated the diverging cognitive and emotional effects of Pro-Anorexia (Pro-Ana) and Fitspiration content using linguistic analysis. Undergraduate college women (N = 129) viewed one of six experimentally-created blogs: text or images of Fitspiration, Pro-Ana, or control (Home Décor) and completed an open-ended prompt with their reaction. Linguistic analysis on post-exposure writing suggested Fitspiration blogs produced positive emotions and social comparison processes; Pro-Ana blogs produced negative and anxious emotions. Participants’ history of past disordered eating behavior qualified affective (positive emotion and anxiety), but not cognitive (social comparison) outcomes. Given the cognitive and emotional impact of viewing such media, findings speak to the need for specific content of social media sites to be addressed and discussed in the treatment and prevention of eating disorders.

Are dimensional comparisons performed unconsciously? An investigation of the internal/external frame of reference model using implicit self-concepts.

Dimensional comparisons are comparisons of one’s accomplishments between two domains (e.g., comparisons between math and verbal achievements) that affect our self-perceptions in the domains compared with each other. In particular, dimensional comparisons explain the seemingly paradoxical finding, described in the internal/external frame of reference (I/E) model, that students’ math (verbal) achievement has a negative effect on their verbal (math) self-concept (dimensional comparison effect), while controlling for the positive effect of verbal (math) achievement on verbal (math) self-concept (social comparison effect). The present study is the first to examine awareness of dimensional and social comparisons by testing the I/E model with implicit and explicit self-concepts. Using a sample of 795 students from Germany, we measured students’ implicit self-concepts using a go/no-go association task. Students’ explicit self-concepts were measured using common rating scales. Overall, we were able to replicate the I/E model relations (negative dimensional comparison effects, positive social comparison effects) with both kinds of self-concept operationalization, suggesting that dimensional and social comparisons are also performed unconsciously. The effects of students’ achievements on their explicit self-concepts were usually stronger than those on their implicit self-concepts. However, whereas (in line with prior studies of the I/E model) the dimensional comparison effects were significantly weaker than the social comparison effects in the I/E model with explicit self-concepts, dimensional and social comparison effects were equally strong in the I/E model with implicit self-concepts. This finding emphasizes the relative importance of dimensional comparisons in the process of implicit self-concept formation. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

Wage Differentials and Workers’ Effort: Experimental Evidence from Uganda

AbstractWe organize a real‐effort field experiment with varying piece rates to assess the impact of wages and social comparisons on productivity. In addition to analyzing how piece rates and social comparisons affect productivity during the ‘paid stage’ of the experiment, we also consider how they affect effort supply during a voluntary and unpaid follow‐up task. Our main results are that effort supply is relatively unresponsive to variation in own earnings, but responds strongly to pay inequality. While we obtain weak support for the hypothesis that positive social comparisons invite extra effort during paid stages of the experiment, our most important finding is that social comparisons matter for voluntary tasks when shirking is cheap. Specifically, positive social comparisons positively affect productivity during unpaid tasks, and negative comparisons have the opposite impact.

The 2I/E model: Integrating temporal comparisons into the internal/external frame of reference model.

The 2I/E model is an extension of Marsh’s (1986) classical internal/external frame of reference (I/E) model. Whereas the classical I/E model describes the formation of academic self-concept by the joint operation of social (external) and dimensional (internal) comparisons, the 2I/E model integrates temporal comparisons as an additional internal comparison process. In the 2I/E model, paths from achievement levels to self-concepts in the same subject are assumed to represent social comparisons, paths from achievement levels to self-concepts in another subject are assumed to represent dimensional comparisons, and paths from achievement changes to self-concepts in the same subject are assumed to represent temporal comparisons. The present research validated the 2I/E model in six empirical studies with a total of more than 20,000 students. Generally, there were strong positive social comparison paths, moderate negative dimensional comparison paths, and small positive temporal comparison paths. Furthermore, the relations of the 2I/E model were replicated with both grades and standardized test scores as achievement indicators (Study 1 and Study 2). Dimensional comparison effects were stronger between dissimilar subjects, like math and German, than between similar subjects, like German and English (Study 2 and Study 3). Also, the relations of the 2I/E model were shown when prior self-concepts were controlled for (Study 4). Overall, the 2I/E model seems to have the potential to enrich future theory and research on self-concept formation and comparison processes. (PsycINFO Database Record (c) 2019 APA, all rights reserved)