The role of social comparison in online learning motivation through the lens of social comparison theory
Bibliographic Data
| ID | 7145063 |
|---|---|
| Authors | Tong Wu (0000-0001-9666-3324, East Asia Research), Wu Tong (0000-0003-3931-3277), Goodarz Shakibaei (0009-0002-9804-4273, Islamic Azad University, Ahvaz Branch, corresponding author) |
| Year | 2025 |
| Volume | 258 |
| Pages | 105291-105291 |
| Publication date | 2025-07-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Acta Psychologica (JOURNAL) |
| Journal identifiers | ISSN: 0001-6918 • E-ISSN: 1873-6297 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.actpsy.2025.105291 |
| PMID | 40675001 |
| OpenAlex | W4412486484 |
| Language | EN |
| Citations received | 2 |
| References cited | 52 |
The evolving landscape of education has seen a marked increase in online learning, yet sustaining learner motivation within these environments remains a significant challenge, particularly given the reduced opportunities for natural social interaction. Social comparison, a fundamental psychological process, is increasingly recognized as a key factor influencing motivation, though its specific effects within online EFL contexts require further investigation. This study addressed a gap in the literature by examining the impact of both upward and downward social comparison on the motivation of EFL learners in an online setting. Employing a mixed-methods design, the study involved 106 upper-intermediate EFL learners who were purposefully sampled and assigned to one of three groups: an Upward Comparison group, a Downward Comparison group, and a control group. A pretest-posttest design was utilized, with motivation levels assessed quantitatively via a validated questionnaire. To complement these findings, semi-structured interviews were conducted to gain richer, qualitative insights into participants' experiences. Quantitative analysis, using one-way ANOVA, revealed statistically significant gains in motivation for both the Upward and Downward Comparison groups compared to the control group. These quantitative results were corroborated by qualitative data, which demonstrated that upward comparison fostered motivation through the promotion of aspirational goals and a heightened sense of achievement. Conversely, downward comparison increased motivation by bolstering feelings of relief, confidence, and self-validation. These findings highlight the potent role of social comparison in shaping learner motivation within online EFL environments. The study's implications suggest that instructional designers should consider strategically incorporating elements that facilitate both upward and downward social comparison to enhance student engagement and ultimately, learning outcomes
Cognitive psychology · Lens (geology · Optics · Pedagogy · Physics · Social learning · Through-the-lens metering · Innovative Teaching and Learning Methods · Motivation and Self-Concept in Sports · Online and Blended Learning · Psychology · Social Psychology
Teaching and Researching Motivation
English as a Global Language
Assessing the effects of gamification in the classroom
Relationships between the frequency of social comparisons and self-concept clarity, intolerance of uncertainty, anxiety, and depression
A cognitive-affective system theory of personality
Self-discrepancy
Intrinsic and extrinsic motivation from a self-determination theory perspective
The Measurement of Observer Agreement for Categorical Data
Intrinsic Motivation and Self-Determination in Human Behavior
The impact of social comparison processes on self-evaluation of performance, self-concept, and task interest
Do feedback strategies improve students’ learning gain?-Results of a randomized experiment using polling technology in physics classrooms
Enhancing argumentative writing with automated feedback and social comparison nudging
Examining the relationship of competitive beliefs and social comparison orientations with engagement and performance of English language learners
A gamified instant perspective comparison system to facilitate online discussion effectiveness
Theories of motivation
Self-efficacy
Growth mindset and social comparison effects in a peer virtual learning environment
Fostering EFL university students’ motivation and self-regulated learning in writing
Social comparison choices in the classroom
Social comparison effects on academic self-concepts—Which peers matter most
Motivational processes affecting learning
Using thematic analysis in psychology
The "What" and "Why" of Goal Pursuits
A Theory of Social Comparison Processes
Designing and Conducting Mixed Methods Research
The Power of Feedback
A social comparison theory meta-analysis 60+ years on
For better or worse
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |