Feedback and social comparison are closely related when determining a student's academic performance. We conducted an experimental study with a randomized-blocked, two-group design that included a pre-test and a post-test in a high school in Jakarta. The objective of the investigation was to determine the types of feedback and social comparison that most affected academic performance. We further aimed to discover whether social comparison moderated the effects of different types of feedback on students' performance. The study was conducted on first-year high-school pupils (N = 102). Participants were divided into two groups: those who received descriptive reactions and those who were provided with evaluative comments. All candidates were asked to take an essay test and were given feedback. Based on the grading of the test, participants who obtained high scores, marked with a star, conducted a downward comparison, while those who did not get the star were required to perform an upward correspondence. Subsequently, the contributors were asked to revise their exam based on the given feedback. The results revealed that participants who received descriptive feedback performed significantly better than those who were given evaluative feedback. However, there is no significant effect of interaction between types of feedback and social comparison on academic performance.
|Title of host publication||Psychological Aspects of Student Performance|
|Subtitle of host publication||Learning from Studies in an Indonesian Context|
|Publisher||Nova Science Publishers, Inc.|
|Number of pages||17|
|Publication status||Published - 3 Apr 2020|
- Academic performance
- Social comparison