Abstrakt
This paper contributes to the discussion threefold. First, it studies the effect of symbolic rewards, such as comparative feedback revealing students' group performance given in a form of a report card.
Students repeatedly facing such comparative feedback improved their performance within an academic year. Second, it allows for the direct comparison of two types of social comparative feedbacks - within and across class group comparisons.
The results suggest no significant difference in type of comparison provided. Last, it helps to understand the value added of financial and reputation rewards introduced into social comparison framework.
The effects of social comparison treatment become more pronounced once the real rewards are introduced While financial rewards seem to motivate all students with or without social comparison treatment to perform better, reputational rewards have no effect on students' performance.