Title: Better, Worse, OR Enough: Social Comparison and Achievement Motivation among Intermediate Learners
Authors: Arvrielle Angel B. Deang, Monique S. Clavo, Josephine M. Dela Cruz, Diana G. Sarmiento Mariel A. Zapanta, Reymond Q. Fajardo
Volume: 10
Issue: 6
Pages: 253-257
Publication Date: 2026/06/28
Abstract:
In a world where schadenfreude, (the joy from harm), seems to be a norm, dare to be someone who exudes confelicity, (joy in another's happiness). In context of our recent and modern era, Huang (2022) claimed that the engagement on social comparison is undeniably and evidently increasing. However, the questions in academic setting remains: Is it a driving force, or hindrance to one's motivation to achieve? How does it vary when it comes to lens of the youth? It was revealed in the study of Watanabe and Yuzawa (2012) that even at ages 5 and 6, children utilize social comparison as a means of self-evaluation across various domains, including academics. To go in depth, Cherry (2024) referenced Festinger (1954) suggesting that social comparison is when people value their personal and social worth by assessing how they compare to others. In addition, Butera & Darnon (2017) pointed out that these comparisons can be threatening or motivating. Joshi (2022) claimed that social comparison has proven to be an effective motivation factor. However, there is a lack of studies that examine this claim in intermediate learners. Xia and Lirong (2017) highlighted that motivation is the dynamic system that affects students' learning. Therefore, the researchers were interested in addressing this gap by focusing on intermediate learners, aiming to better understand how they perceive themselves in relation to others (social comparison) and how motivated they are to achieve academically at this formative age. The study used a quantitative-descriptive research design. A total of 287 Grade 4, 5, and 6 students from San Vicente Elementary School in Santo Tomas, Pampanga participated. The researchers used the Iowa-Netherlands Comparison Orientation Measure (INCOM) to assess levels of social comparison and the Achievement Motivation Scale (AMS) to evaluate levels of motivation toward academic success. The data were analyzed using descriptive statistics (mean, standard deviation) and inferential tests (one-way ANOVA and t-tests) to determine differences in responses across sex and grade levels.Findings showed that intermediate learners engage in social comparison at a moderate level (mean = 2.80), with Grade 4 students showing slightly higher tendencies. Male students were observed to engage more in social comparisons than female students. In terms of achievement motivation, learners showed moderate motivation levels (mean = 2.24). Notably, Grade 4 students again scored highest, indicating a stronger drive for success at this developmental stage. Females exhibited slightly higher motivation levels than males, consistent with other studies indicating girls' stronger goal-setting and academic engagement at this age. The study concludes that social comparison tendencies are evident even in intermediate grades and vary by grade level and sex. Furthermore, achievement motivation is moderate overall, with Grade 4 students and females showing slightly higher levels. Hence, Understanding these trends allows educators and parents to design interventions that encourage healthy comparisons and support motivation in learners. Based on the findings, the researchers recommend implementing goal-setting programs and self-reflection activities to direct students toward internal standards of success rather than harmful peer comparisons. It is also ideal to design gender-sensitive and developmentally appropriate motivation strategies, especially for learners showing lower tendencies. Lastly, future research may incorporate qualitative methods to explore the lived experiences behind these patterns, and extend the study to diverse school populations for broader insight