Upward, Downward, and Horizontal Social Comparisons in Teachers: Effects on Adjustment and Student Engagement

• In Event: Roundtable Session 25
  In Roundtable Session: Contexts in Teaching

Abstract

The present study aimed to investigate the effects of three forms of social comparisons specifically in teachers (downward, horizontal, upward) on measures of burnout, intentions to quit, job satisfaction in teachers, as well as perceived student engagement. A sample of 536 teachers completed online questionnaires that assessed all variables. Results indicated that upward social comparisons positively predict job satisfaction, personal accomplishment, perceived behavioral engagement and emotional engagement in their students. In contrast, although horizontal comparisons were found to predict lower job satisfaction, unanticipated negative effects of this strategy were also found on intentions to quit, emotional exhaustion, personal and depersonalization. Finally, downward social comparisons were found to positively predict job satisfaction in teachers (perceived behavioral engagement in their students.

Authors

• Sonia Rahimi, McGill University

• Nathan C. Hall, McGill University

• Hui Wang, McGill University

• Rebecca Lynn Maymon, McGill University

• Melanie M. Keller, University of Konstanz