“The Comparison Trap”: The Role of Perceived Parent Social Comparison on Adolescent Academic Self-Efficacy and Academic Self-Handicapping

Abstract

Parents' attitudes and behavior can impact children's self-esteem, self-perceptions, and behavior. However, limited studies have investigated the relationship between parent social comparison and adolescents’ academic self-appraisal and academic behavior. To address this gap, a survey was conducted among 200 Senior High School students from the Integrated School of De La Salle University - Manila to determine the types of perceived parent social comparison (PPSC) experienced (upward identification, upward contrast, downward identification, downward contrast) and their relationship to academic self-efficacy (ASE) and academic self-handicapping (ASH). Results revealed that adolescents have a moderate level of PPSC, with upward identification obtaining the highest mean score. No significant differences were found between males and females. However, significant differences between adolescents compared by parents to others sometimes and those compared often/always were observed in the overall PPSC, downward identification comparison, and upward contrast comparison. After controlling for sex and frequency of PPSC, forward multiple regression revealed that downward contrast was the only significant negative correlate of ASE. In contrast, downward identification was the only significant positive correlate of ASH. The study suggests that cultivating a positive and supportive parent-adolescent relationship rather than a culture of comparison may lead to better outcomes for adolescents.