How Social Comparison Affects the Self

Author(s):  
Thomas Mussweiler

Social comparisons have powerful effects on the self. They influence how people see themselves, how they feel about themselves, and how they behave. The selective accessibility model attributes these self-evaluative, affective, motivational, and behavioral consequences of social comparison to changes in the accessibility of self-knowledge. Comparing to a social standard changes what knowledge about the self is accessible, which, in turn, produces the variety of downstream comparison consequences. This chapter provides an overview of the selective accessibility model along with the pertinent empirical evidence.

Author(s):  
Jerry Suls ◽  
Ladd Wheeler

This chapter describes how integrating attribution processes with social comparison theory resolves some long-standing ambiguities about the role of similarity and motives in Festinger’s original theory. The Goethals and Darley attributional reformulation, which clarified some of these ambiguities, is first described, along with a brief survey of empirical evidence. Then, the proxy model of ability comparison and the triadic model of opinion comparison, which expand on the attributional reformulation, are reviewed. A major focus of proxy and the triadic theories is identifying the specific questions social comparisons can answer: “Can I do X?”, “Am I correct about X?”, “Do I like or agree with X?”, and “Will I like X?” A central theme is that the tendency to compare to those who perform better or ahead of us (i.e., tried “X” before we did) is adaptive. This approach leads us to the conclusion that motives for self-knowledge and for self-enhancement, which have long been considered to be opposing motives, are intertwined.


Author(s):  
Zlatan Krizan

Social comparison activity is one of the most important spheres of human functioning; it is necessary for appraising where one stands within his or her community and for establishing viable routes for connecting with others. Social comparison is thus a critical psychological phenomenon essential to understanding both social behavior and formation of identity. To this end, individuals look to similar others to evaluate their own abilities and opinions, look to those better than themselves for inspiration and guidance, and evaluate others depending on similarities and distinctions with the self. In addition, they evaluate their own position in life with reference to other’s positions, look to others for information about social norms and for clues about how to behave, and experience feelings toward others based on implications of mutual differences for their relationship. This renders the nature of social comparisons complex; they take horizontal forms that focus on connections or distinction, as well as vertical forms that focus on superiority or inferiority. Moreover, they may be experienced through interaction, subjectively constructed in one’s mind, or deliberately orchestrated in order to impact others. Complexities of social comparison activity are commensurate with multiple functions that they serve. First, people compare with others in order to gain self-knowledge and reduce uncertainty. Comparisons that fulfill this function typically occur with similar others, are biased toward comparing with those slightly better off, and are sensitive to diagnosticity that information about others carries for oneself. Second, people compare with others in order to self-enhance and protect well-being. Comparisons that fulfill this function often involve contrasting oneself from those worse off, although they can also involve perceiving similarities with superior others, especially when these are role models or close others. Third, people compare in order to self-improve, namely, boost their skills and abilities. Such comparisons typically occur with others that are better, yet similar in relevant attributes, and in domains that leave room for personal progress. Fourth and final, people compare in order to connect socially with others. Such comparisons occur through regular social interaction as individuals emphasize mutual similarities, through creation of comparisons to protect or embolden others, and through selection of social identities that maximize a sense of group belonging.


1997 ◽  
Vol 1 (4) ◽  
pp. 389-409 ◽  
Author(s):  
David DeSteno ◽  
Peter Salovey

The self-concept is theorized to play an important role in many psychological processes. Numerous theories rest on assumptions concerning the differential accessibility of pieces of self-knowledge, but relatively little attention during the past decade has centered on examining the underlying structure of the self-concept that mediates such differences. In the present article, we suggest a new model of the self-concept that incorporates recent advances in knowledge regarding conceptual structure. We envision the self as a representation in working memory with inherently flexible content and organization. Initial empirical evidence supporting this view is reviewed and followed by a discussion of the implications of this model for many phenomena involving the self-concept.


2002 ◽  
Vol 11 (5) ◽  
pp. 159-163 ◽  
Author(s):  
Jerry Suls ◽  
René Martin ◽  
Ladd Wheeler

Social comparison consists of comparing oneself with others in order to evaluate or to enhance some aspects of the self. Evaluation of ability is concerned with the question “Can I do X?” and relies on the existence of a proxy performer. A proxy's relative standing on attributes vis‐à‐vis the comparer and whether the proxy exerted maximum effort on a preliminary task are variables influencing his or her informational utility. Evaluation of opinions is concerned with the questions “Do I like X?”“Is X correct?” and “Will I like X?” Important variables that affect an individual's use of social comparison to evaluate his or her opinions are the other person's expertise, similarity with the individual, and previous agreement with the individual. Whether social comparison serves a self-enhancement function depends on whether the comparer assimilates or contrasts his or her self relative to superior or inferior others. The kinds of self‐knowledge made cognitively accessible and variables such as mutability of self-views and distinctiveness of the comparison target may be important determinants of assimilation versus contrast.


2018 ◽  
Author(s):  
Daniel Yudkin

Social comparisons differ in their diagnosticity—that is, in the extent to which their outcomes are attributable to sources internal versus external to the self. While logic suggests that people should give more credence to diagnostic than to nondiagnostic comparisons, research shows that people often overlook comparison diagnosticity, leading them to drawing inaccurate conclusions about themselves—a phenomenon known as diagnosticity neglect. Here I examine a process that may reduce diagnosticity neglect: psychological distance. Because psychological distance—and the mental abstraction it engenders—helps people to organize information hierarchically, it may allow people to better distinguish between diagnostic and nondiagnostic information. Four experiments, using two distinct tasks (a bean bag throwing game and an anagrams quiz) and two forms of psychological distance (social and hypothetical), confirm these predictions; a preregistered fifth experiment demonstrates their real-world consequences. Overall, this research highlights the power of psychological distance to reduce diagnosticity neglect.


2018 ◽  
Author(s):  
Niels van de Ven ◽  
Marcel Zeelenberg

Upward social comparison can give rise to the emotion of envy: the pain caused by the good fortune of others. We explain what envy is, and what the possible function of envy is to an organism experiencing it. We provide an overview of past work on envy, the distinction between two subtypes (benign and malicious envy), possible antecedents of envy, possible consequences of envy, and the responses to being envied by others. In each of these areas there are clear links to research on social comparison, and research on envy has greatly benefitted from insights from the social comparison literature. Given the surge in research on envy in the last decade, we hope that the findings on envy can also inspire those investigating social comparisons.


2013 ◽  
Vol 44 (12) ◽  
pp. 1628-1640
Author(s):  
Xiao-Yan HAN ◽  
Yu-Kai CHI
Keyword(s):  

2021 ◽  
Author(s):  
Moritz Fleischmann ◽  
Nicolas Hübner ◽  
Herbert Marsh ◽  
Ulrich Trautwein ◽  
Benjamin Nagengast

Equally able students have lower academic self-concepts in high-achieving classes—a phenomenon known as the big fish little pond effect (BFLPE). School grades have been speculated to contribute to the BFLPE as they provide relative class ranking information and increase competition. However, empirical evidence for this assumption is not conclusive as it stems from correlational studies. Our sample comprised 9,104 Swedish elementary school students from the 1970s, a time period in which Swedish municipalities were free to decide to abolish grading. We found the frame-of-reference effect not to differ between nongraded and graded students. In line with the evolutionary basis of the BFLPE, these results suggest that students engage in social comparisons independent of whether or not they are graded.


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