Cargando…

Social comparison effects on students’ cognitive anxiety, self-confidence, and performance in Chinese composition writing

Social comparison is a mind-altering determinant that affects students’ learning behavior. To understand the effect, three instructional approaches to teaching Chinese writing skills were designed and implemented in this study: (1) The No Comparison Group (NCG): students were asked to complete compo...

Descripción completa

Detalles Bibliográficos
Autores principales: Hong, Jon-Chao, Tai, Kai-Hsin, Hwang, Ming-Yueh, Lin, Chia-Yin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9705342/
https://www.ncbi.nlm.nih.gov/pubmed/36457910
http://dx.doi.org/10.3389/fpsyg.2022.1060421
_version_ 1784840261694652416
author Hong, Jon-Chao
Tai, Kai-Hsin
Hwang, Ming-Yueh
Lin, Chia-Yin
author_facet Hong, Jon-Chao
Tai, Kai-Hsin
Hwang, Ming-Yueh
Lin, Chia-Yin
author_sort Hong, Jon-Chao
collection PubMed
description Social comparison is a mind-altering determinant that affects students’ learning behavior. To understand the effect, three instructional approaches to teaching Chinese writing skills were designed and implemented in this study: (1) The No Comparison Group (NCG): students were asked to complete compositions on their own; (2) The Upward Comparison Group (UCG): superior composition examples were provided and the students were asked to write compositions on the same topics; and (3) The Downward Comparison Group (DCG): inferior examples were provided for students to critique. Taiwanese junior high school ninth graders participated in three groups, and wrote compositions on six themes. The results revealed that the Chinese composition writing (CCW) skills of the students in the UCG and DCG improved significantly more than those of the students in the NCG. Composition-prompted cognitive anxiety in the DCG declined substantially. The results imply that adopting upward and downward comparisons for students to practice Chinese composition is worth adopting in writing lessons.
format Online
Article
Text
id pubmed-9705342
institution National Center for Biotechnology Information
language English
publishDate 2022
publisher Frontiers Media S.A.
record_format MEDLINE/PubMed
spelling pubmed-97053422022-11-30 Social comparison effects on students’ cognitive anxiety, self-confidence, and performance in Chinese composition writing Hong, Jon-Chao Tai, Kai-Hsin Hwang, Ming-Yueh Lin, Chia-Yin Front Psychol Psychology Social comparison is a mind-altering determinant that affects students’ learning behavior. To understand the effect, three instructional approaches to teaching Chinese writing skills were designed and implemented in this study: (1) The No Comparison Group (NCG): students were asked to complete compositions on their own; (2) The Upward Comparison Group (UCG): superior composition examples were provided and the students were asked to write compositions on the same topics; and (3) The Downward Comparison Group (DCG): inferior examples were provided for students to critique. Taiwanese junior high school ninth graders participated in three groups, and wrote compositions on six themes. The results revealed that the Chinese composition writing (CCW) skills of the students in the UCG and DCG improved significantly more than those of the students in the NCG. Composition-prompted cognitive anxiety in the DCG declined substantially. The results imply that adopting upward and downward comparisons for students to practice Chinese composition is worth adopting in writing lessons. Frontiers Media S.A. 2022-11-15 /pmc/articles/PMC9705342/ /pubmed/36457910 http://dx.doi.org/10.3389/fpsyg.2022.1060421 Text en Copyright © 2022 Hong, Tai, Hwang and Lin. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Hong, Jon-Chao
Tai, Kai-Hsin
Hwang, Ming-Yueh
Lin, Chia-Yin
Social comparison effects on students’ cognitive anxiety, self-confidence, and performance in Chinese composition writing
title Social comparison effects on students’ cognitive anxiety, self-confidence, and performance in Chinese composition writing
title_full Social comparison effects on students’ cognitive anxiety, self-confidence, and performance in Chinese composition writing
title_fullStr Social comparison effects on students’ cognitive anxiety, self-confidence, and performance in Chinese composition writing
title_full_unstemmed Social comparison effects on students’ cognitive anxiety, self-confidence, and performance in Chinese composition writing
title_short Social comparison effects on students’ cognitive anxiety, self-confidence, and performance in Chinese composition writing
title_sort social comparison effects on students’ cognitive anxiety, self-confidence, and performance in chinese composition writing
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9705342/
https://www.ncbi.nlm.nih.gov/pubmed/36457910
http://dx.doi.org/10.3389/fpsyg.2022.1060421
work_keys_str_mv AT hongjonchao socialcomparisoneffectsonstudentscognitiveanxietyselfconfidenceandperformanceinchinesecompositionwriting
AT taikaihsin socialcomparisoneffectsonstudentscognitiveanxietyselfconfidenceandperformanceinchinesecompositionwriting
AT hwangmingyueh socialcomparisoneffectsonstudentscognitiveanxietyselfconfidenceandperformanceinchinesecompositionwriting
AT linchiayin socialcomparisoneffectsonstudentscognitiveanxietyselfconfidenceandperformanceinchinesecompositionwriting