Social Comparison and its Influence on the Academic Achievement and Motivation of High School Students
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Date
2026-06-01
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Addis Ababa University
Abstract
Social comparison, the psychological process by which individuals evaluate their abilities relative to others, is a pervasive feature of academic life. Despite its significance, empirical research scrutinizing its influence on students in Ethiopian high schools remains scarce. This study examined the influence of social comparison on academic achievement and motivation among 220 high school students (Grades 9–11) at BNB High School, Hawassa, during the 2025/2026 academic year. A descriptive-correlational research design was employed. Data were collected using adapted versions of the Iowa-Netherlands Comparison Orientation Measure (INCOM) and the Academic Motivation Scale (AMS), alongside students’ first-semester average grade scores. Data were analyzed using descriptive statistics, independent samples t-tests, one-way ANOVA, and Pearson correlations. Descriptive results revealed a moderate overall level of social comparison, with upward comparison (M = 3.42). Gender-based t-tests identified no significant differences in social comparison tendency. Pearson correlation analyses revealed no statistically significant relationship between social comparison and average grade scores, suggesting comparison orientation does not directly determine academic performance. This suggests that social comparison functions primarily as a motivational rather than a performance mechanism. It is recommended that educators redirect comparison behaviors toward effort-based, growth-oriented benchmarking.
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Keywords
Social Comparison, Academic Motivation, Academic Achievement, Upward Comparison, Downward Comparison.