Social comparisons and adjustment in teachers: Variable- and person-centered approaches

Sonia RAHIMI, Hui WANG, Nathan C. HALL, Fabio STICCA

Research output: Other contribution

Abstract

The present study investigated the effects of downward, horizontal, and upward comparisons on adjustment outcomes six months later, using both variable-centered and person-centered methodologies. A sample of 536 teachers completed questionnaires at Time 1, and 422 at Time 2. Regression results indicated that upward comparisons positively predicted job satisfaction, personal accomplishment and negatively predicted depersonalization. Horizontal comparisons predicted greater emotional exhaustion, and depersonalization, and downward comparisons positively predicted depersonalization. The results of the two-step cluster showed that teachers who made upward comparisons were more satisfied with their jobs six months later. In contrast, individuals who strongly endorsed all comparisons, engaged in few comparisons, or reported downward comparisons were less satisfied with their jobs. Similar results were found for personal accomplishment. Copyright © 2015 AERA.
Original languageEnglish
Publication statusPublished - Apr 2015

Fingerprint

human being
teacher
depersonalization
burnout
job satisfaction
regression
questionnaire
methodology
time

Bibliographical note

Rahimi, S., Wang, H., Hall, N. C., & Sticca, F. (2015, April). Social comparisons and adjustment in teachers: Variable- and person-centered approaches. Poster presented at The 2015 AERA (American Educational Research Association) Annual Meeting theme: Toward justice: Culture, language, and heritage in education research and praxis, Sheraton Chicago, Chicago, Illinois.