Social comparison can motivate students in achievement contexts, although its effect on motivation is not automatic. Among elementary school children, Schunk (1983b) found that social comparative information promoted task motivation, that academic goals enhanced self-efficacy, and that goals plus comparative information led to the best learning. Schunk (1983c) showed that difficult goals raised children’s academic motivation more than easier goals, that persuasive information (“You can work 25 problems.”) increased self-efficacy more than social comparative information, and that difficult goals plus persuasive information led to the highest achievement.
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