Social comparison and dissonance reduction in self-evaluation

Dados Bibliográficos

ID3934240
AutoresMartin Fishbein, Bertram H Raven, Rhonda Hunter
Ano1963
Volume67
Fascículo5
Páginas491-501
Data de publicação1963-11-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Abnormal & Social Psychology (JOURNAL)
Identificadores do periódicoISSN: 0096-851X
EditoraAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/h0044386
PMID14081892
OpenAlexW1998066079
IdiomaEN
Citações recebidas5
Referências citadas6

Students were asked to estimate (1) what score they would obtain on an examination; and (2) their minimal goal (the lowest score with which they would be satisfied). Data from a total of 760 students are analyzed to determine the bases of self-evaluation. Members of one class received no information before making evaluations. Members of a second class were given a score presumably made by pre-medical students, before these respondents made their estimates on each exam. Members of a third class were given no information on the first exam; on the second exam, half were given presumed scores of male pre-med students, half were given scores of female education students. Contrary to suggestions by Rotter (1954), it was found that minimal goals were no more resistant to change than expected scores. Changes in minimal goals and expected scores tended to occur so as to minimize discrepancies, thus reduce dissonance in accordance with Festinger's theory (1957). Individual's self-evaluations are influenced by reference norms, but only in the absence of a more objective criterion for self-evaluation, such as knowledge of previous performance. (Author)

Cognitive dissonance · Cognitive psychology · Reduction (mathematics) · Academic and Historical Perspectives in Psychology · Education, Achievement, and Giftedness · Evaluation of Teaching Practices · Psychology · Social Psychology