title: The effect of social comparison on mathematics self-concept.
abstract: Implicit in the frame of reference hypothesis is the assumption that social comparison is one of the causal determinants of self-concept. The present study of Norwegian sixth-grade elementary school students showed that students of low-, medium-, and high-achievement classes did not differ in mathematics self-concept. Mathematics self-concept was, however, significantly influenced by the students' within-classroom position in mathematics. The results support the frame of reference hypothesis, and the support was consistent over gender.
authors.affiliation: Department of Psychosocial Science, University of Bergen, Norway.
authors.forename: T
authors.initials: T
authors.lastname: Manger
authors.forename: O J
authors.initials: OJ
authors.lastname: Eikeland
mesh_terms: D000124:Achievement; D000704:Analysis of Variance; D002648:Child; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D009664:Norway; D012649:Self Concept; D012938:Social Perception; D013334:Students / Q000523:psychology*