Why and how people engage in social comparison while learning social skills in groups.

Abstract

This study was conducted among 269 medical students who participated in educational training groups. Self-evaluation was the most important motive to engage in social comparison with other group members, followed by, respectively, self-enhancement and self-improvement. Upward comparisons (i.e., with better-performing group members), were motivated by self-improvement, particularly when they involved identification. Upward comparisons were also motivated by self-evaluation, particularly when they involved contrast. Downward comparisons (i.e., with worse-performing group members) were mainly motivated by self-enhancement, particularly when they involved contrast. Performance stress was higher the more participants identified downward, the less they identified upward, and the more they contrasted themselves upward. It is concluded that educators should pay attention to the potentially maladaptive role that social comparisons might play in training groups.