Social comparison in physical education: motives, frames of reference and consequences

Grounded in Festinger s (1954) theory of social comparison processes, this thesis aims to examine three aspects of this theory in the physical education context, where ability is the characteristic under comparison: adolescent motives for comparison; frames of reference; and consequences of comparison. Although there is a growing evidence base investigating social comparison processes in academic subjects, there remains a dearth of knowledge concerning the role that comparison can play in determining outcomes in physical education. Furthermore, there is very little research within psychology in general that examines young peoples motives for and outcomes of comparison. This thesis begins to address this lack of knowledge by providing an in-depth exploration of social comparison processes (Study 1) which is followed by an examination of the role that two frames of reference (the class and a chosen individual) and motives for comparison (evaluation, improvement, enhancement) play in determining: physical self-concept; engagement; disaffection; self-efficacy, positive affect and negative affect (Studies 2-4). Additionally, the moderating role of behavioural regulations, motivational climate and perceived autonomy support are also investigated. Across the four studies, comparative evaluations with the class are influential in determining both positive and negative outcomes whilst the role of individual comparisons varies according to the dependent variable under investigation. Evidence for both the moderating and direct role of motives for comparison is presented as well as support for the moderating role of motivational climate and behavioural regulations. The findings highlight the need to investigate multiple aspects of social comparison processes simultaneously in addition to investigating moderators of comparative evaluations in order that a more comprehensive understanding of social comparison processes is achieved

Social comparison processes and pupil outcomes in physical education

Social comparison processes and pupil outcomes in physical educatio

Analytical Pluralism in Qualitative Research: A Meta-Study

Recent interest in analytical pluralism – the application of more than one qualitative analytical method to a single data set – has demonstrated its potential to produce multiple, complex and varied understandings of phenomena. However tensions remain regarding the commensurability of findings produced from diverse theoretical frameworks, the practical application of multiple methods of analysis and the capacity of pluralism to contribute to knowledge in psychology. This study addresses these issues, through a critical interpretation of existing qualitative studies that utilised analytical pluralism. Using a meta-study design, we examined the use of theory, application of methods and production of findings in studies that had adopted qualitative analytical pluralism. Following comprehensive database searches, 10 articles were included in the analysis. Epistemological and ontological considerations, the influence of decisions made in the practical application of pluralism and approaches to interpreting findings produced from multiple analyses are discussed, and implications for future research are considered