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Social comparison processes can affect academic and interpersonal outcomes for minoritized college students. However, the literature has not addressed how these processes play out for Hispanic students who attend Hispanic Majority Institutions, in which Hispanic students comprise more than 50% of the population. In this study, such students ( N = 191) completed online assessments for social comparison orientation (SCO), belongingness, academic self-concept, and perceived stress. Results showed that, regarding belongingness, SCO was positively correlated to rejection/exclusion, but not acceptance/inclusion. Regarding academic self-concept, SCO was positively correlated to self-doubt, but not self-confidence. Mediation analyses showed that perceived stress fully mediated the relationship between SCO and rejection/exclusion, and partially mediated the relationship between SCO and academic self-doubt. In other words, SCO was associated with increased stress, which was then associated with increased feelings of rejection/exclusion and self-doubt about academic abilities. These findings offer additional insight into Hispanic college students’ experience.
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Social Comparison Processes of Hispanic Students at Hispanic Majority Institutions
This paper describes the types of social comparison used by Hispanic students at a Hispanic Majority Institution through two studies ( N = 406). We found that students engaged in upward identification more often than downward identification, downward contrast, and upward contrast. However, when comparing themselves on an academic measure, downward identification and upward contrast became relatively more frequent. Additionally, downward identification tended to predict higher self-reported confidence about academic abilities than other types of social comparison.
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- Award ID(s):
- 2222219
- PAR ID:
- 10538052
- Publisher / Repository:
- Sage Publications
- Date Published:
- Journal Name:
- Psychological Reports
- ISSN:
- 0033-2941
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1177/00332941241241641
