How Do I Compare Thee? An Evidence-Based Approach to the Presentation of Class Comparison Information to Students Using Dashboard

Autor/inn/en	Harvey, Annelie J.; Keyes, Helen
Titel	How Do I Compare Thee? An Evidence-Based Approach to the Presentation of Class Comparison Information to Students Using Dashboard
Quelle	In: Innovations in Education and Teaching International, 57 (2020) 2, S.163-174 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2019.1593213
Schlagwörter	Self Esteem; College Students; Student Motivation; Information Management; Data Collection; Data Analysis; Academic Achievement; Performance; Scores; Program Effectiveness; Well Being; Learner Engagement; Persistence; Comparative Analysis; Foreign Countries; United Kingdom (England); Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Collegestudent; Schulische Motivation; Procurement of information; Informationsbeschaffung; Data capture; Datensammlung; Auswertung; Schulleistung; Achievement; Leistung; Well-being; Wellness; Wohlbefinden; Ausdauer; Ausland
Abstract	Learning Dashboards display analytics pertaining to student performance and attainment, often alongside scores for the class cohort average. Little research has considered the effects of this social comparison information on students' well-being, motivation, and engagement. The current study presented participants with hypothetical data that simulated a student performing above, below, or at the class average before measuring self-esteem, persistence on an impossible anagram task, and willingness to engage with study support services. Our results showed that where upward social comparisons were induced (exposure to Dashboard data displaying engagement and attainment below the class average), students reported lower self-esteem than participants presented with above average vignette data. Interestingly, this effect was not moderated by the grade profile of students and no effects on persistence or willingness to engage with study support were observed. We conclude that upward social comparisons in Dashboard data can have negative consequences for students' self-esteem. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01