Emotional attitude toward social comparison

In this paper the authors discuss the results of experimental studies conducted with students and teachers of the exploration of the emotional attitude (relation) towards pedagogic evaluation judgments, which are mainly: the imposition of assessment and meaningful statements with or without the elements of social comparison. Emotional attitudes to various forms of assessment have been studied with methodological triangulation: the results obtained by subjective scaling procedures and ranking were compared. In general, the hypothesis that different forms of negative and positive evaluation vary in severity of emotional attitudes of students was confirmed; also age-related features in the expression of emotional attitudes to various forms of assessment were reported. And finally, we discuss the special status of such value judgments (positive and negative) that have emotional coloring and contain an element of comparison with a relevant reference group; precisely such statements cause very strong (negative or positive) emotional attitude of students.

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