{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,25]],"date-time":"2026-04-25T10:34:45Z","timestamp":1777113285446,"version":"3.51.4"},"publisher-location":"New York, NY, USA","reference-count":61,"publisher":"ACM","funder":[{"name":"Natural Sciences and Engineering Research Council of Canada (NSERC)","award":["RGPIN-2018-06071"],"award-info":[{"award-number":["RGPIN-2018-06071"]}]}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":[],"published-print":{"date-parts":[[2026,4,27]]},"DOI":"10.1145\/3785022.3785080","type":"proceedings-article","created":{"date-parts":[[2026,4,25]],"date-time":"2026-04-25T09:39:01Z","timestamp":1777109941000},"page":"358-368","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Individual vs. Class-Performance Comparison: Impact of Frame of Reference on Students' Outcome Emotions of Pride, Disappointment, Relief, and Shame"],"prefix":"10.1145","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7418-9529","authenticated-orcid":false,"given":"Marek","family":"Hatala","sequence":"first","affiliation":[{"name":"School of Interactive Arts and Technology, Simon Fraser University, Surrey, British Columbia, Canada"}]},{"ORCID":"https:\/\/orcid.org\/0009-0006-6196-8316","authenticated-orcid":false,"given":"Reyhaneh","family":"Ahmadi Nokabadi","sequence":"additional","affiliation":[{"name":"School of Interactive Arts and Technology, Simon Fraser University, Surrey, British Columbia, Canada"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8898-0466","authenticated-orcid":false,"given":"\u00d6zge Nilay","family":"Yal\u00e7\u0131n","sequence":"additional","affiliation":[{"name":"School of Interactive Arts and Technology, Simon Fraser University, Surrey, British Columbia, Canada"}]}],"member":"320","published-online":{"date-parts":[[2026,4,26]]},"reference":[{"key":"e_1_3_3_2_2_2","unstructured":"Kimia Aghaei. 2023. Investigating Students\u2019 Emotional and Motivational Responses to Dashboards with Varying Social Comparison Groups. MSc Thesis. Simon Fraser University. https:\/\/summit.sfu.ca\/item\/36716"},{"key":"e_1_3_3_2_3_2","doi-asserted-by":"publisher","DOI":"10.1145\/3576050.3576107"},{"key":"e_1_3_3_2_4_2","doi-asserted-by":"publisher","unstructured":"Kenneth\u00a0E. Barron and Chris\u00a0S. Hulleman. 2015. Expectancy-Value-Cost Model of Motivation. International Encyclopedia of the Social & Behavioral Sciences: Second Edition 8 2006 (2015) 503\u2013509. 10.1016\/B978-0-08-097086-8.26099-6","DOI":"10.1016\/B978-0-08-097086-8.26099-6"},{"key":"e_1_3_3_2_5_2","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-030-81222-5_11"},{"key":"e_1_3_3_2_6_2","doi-asserted-by":"publisher","unstructured":"Matthew\u00a0L. Bernacki Meghan\u00a0J. Greene and Nikki\u00a0G. Lobczowski. 2021. A Systematic Review of Research on Personalized Learning: Personalized by Whom to What How and for What Purpose(s)? Educational Psychology Review 33 (2021) 1675\u20131715. 10.1007\/s10648-021-09615-8","DOI":"10.1007\/s10648-021-09615-8"},{"key":"e_1_3_3_2_7_2","doi-asserted-by":"publisher","DOI":"10.1201\/9781498710411-35"},{"key":"e_1_3_3_2_8_2","doi-asserted-by":"publisher","unstructured":"Peter Brusilovsky Sibel Somyurek Julio Guerra Roya Hosseini Vladimir Zadorozhny and Paula\u00a0J. Durlach. 2016. Open Social Student Modeling for Personalized Learning. IEEE Transactions on Emerging Topics in Computing 4 3 (2016) 450\u2013461. 10.1109\/TETC.2015.2501243","DOI":"10.1109\/TETC.2015.2501243"},{"key":"e_1_3_3_2_9_2","doi-asserted-by":"publisher","unstructured":"Justin\u00a0T. Buckingham and Mark\u00a0D. Alicke. 2002. The influence of individual versus aggregate social comparison and the presence of others on self-evaluations. Journal of Personality and Social Psychology 83 5 (2002) 1117\u20131130. 10.1037\/0022-3514.83.5.1117","DOI":"10.1037\/0022-3514.83.5.1117"},{"key":"e_1_3_3_2_10_2","doi-asserted-by":"publisher","unstructured":"Blazenka Divjak Barbi Svetec and Damir Horvat. 2023. Learning analytics dashboards: What do students actually ask for? ACM International Conference Proceeding Series (2023) 44\u201356. 10.1145\/3576050.3576141","DOI":"10.1145\/3576050.3576141"},{"key":"e_1_3_3_2_11_2","doi-asserted-by":"publisher","unstructured":"Jacquelynne\u00a0S. Eccles and Allan Wigfield. 2020. From expectancy-value theory to situated expectancy-value theory: A developmental social cognitive and sociocultural perspective on motivation. Contemporary Educational Psychology 61 May (2020). 10.1016\/j.cedpsych.2020.101859","DOI":"10.1016\/j.cedpsych.2020.101859"},{"key":"e_1_3_3_2_12_2","doi-asserted-by":"publisher","unstructured":"Andrew\u00a0J. Elliot Kou Murayama and Reinhard Pekrun. 2011. A 3 \u00d7 2 achievement goal model. Journal of Educational Psychology 103 3 (2011) 632\u2013648. 10.1037\/a0023952","DOI":"10.1037\/a0023952"},{"key":"e_1_3_3_2_13_2","doi-asserted-by":"publisher","unstructured":"Leon Festinger. 1954. A Theory of Social Comparison Processes. Human Relations 7 2 (1954) 117\u2013140. 10.1177\/001872675400700202","DOI":"10.1177\/001872675400700202"},{"key":"e_1_3_3_2_14_2","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-030-49663-0_51"},{"key":"e_1_3_3_2_15_2","doi-asserted-by":"publisher","unstructured":"Damien\u00a0S. Fleur Wouter van\u00a0den Bos and Bert Bredeweg. 2023. Social comparison in learning analytics dashboard supporting motivation and academic achievement. Computers and Education Open 4 February (2023) 100130. 10.1016\/j.caeo.2023.100130","DOI":"10.1016\/j.caeo.2023.100130"},{"key":"e_1_3_3_2_16_2","doi-asserted-by":"publisher","unstructured":"James\u00a0W. Fryer and Andrew\u00a0J. Elliot. 2007. Stability and Change in Achievement Goals. Journal of Educational Psychology 99 4 (2007) 700\u2013714. 10.1037\/0022-0663.99.4.700","DOI":"10.1037\/0022-0663.99.4.700"},{"key":"e_1_3_3_2_17_2","doi-asserted-by":"publisher","unstructured":"J.\u00a0P. Gerber Ladd Wheeler and Jerry Suls. 2018. A social comparison theory meta-analysis 60+ years on. Psychological Bulletin 144 2 (2018) 177\u2013197. 10.1037\/bul0000127","DOI":"10.1037\/bul0000127"},{"key":"e_1_3_3_2_18_2","first-page":"3","volume-title":"Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners","volume":"1596","author":"Hatala Marek","year":"2016","unstructured":"Marek Hatala and Sanam\u00a0Shirazi Beheshitha. 2016. Associations Between Students \u2019 Approaches to Learning and Learning Analytics Visualizations. In Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners, Susan Bull, Blandine\u00a0M. Ginon, Judy Kay, Michael\u00a0D. Kickmeier-Rust, and Matthew\u00a0D. Johnson (Eds.), Vol.\u00a01596. CEUR-WS, Edinburgh, Scotland, 3\u201310. http:\/\/ceur-ws.org\/Vol-1596\/paper1.pdf"},{"key":"e_1_3_3_2_19_2","doi-asserted-by":"publisher","unstructured":"John Hattie and Helen Timperley. 2007. The Power of Feedback. Review of Educational Research 77 1 (2007) 81\u2013112. 10.3102\/003465430298487","DOI":"10.3102\/003465430298487"},{"key":"e_1_3_3_2_20_2","doi-asserted-by":"crossref","unstructured":"Suzanne\u00a0E. Hidi and K.\u00a0Ann Renninger. 2019. Introduction: Motivation and its relation to learning. The Cambridge Handbook of Motivation and Learning (2019) 1\u201312.","DOI":"10.1017\/9781316823279.002"},{"key":"e_1_3_3_2_21_2","unstructured":"Phil Hill. 2025. State of Higher Ed LMS Market for US and Canada: Year-End 2024 Edition. On EdTech Newsletter (2025). https:\/\/onedtech.philhillaa.com\/p\/state-of-lms-market-us-canada-year-end-2024"},{"key":"e_1_3_3_2_22_2","doi-asserted-by":"publisher","unstructured":"Ioana Jivet Maren Scheffel Marcus Specht and Hendrik Drachsler. 2018. License to evaluate: Preparing learning analytics dashboards for educational practice. ACM International Conference Proceeding Series (2018) 31\u201340. 10.1145\/3170358.3170421","DOI":"10.1145\/3170358.3170421"},{"key":"e_1_3_3_2_23_2","doi-asserted-by":"publisher","unstructured":"Paul Joseph-Richard and James Uhomoibhi. 2023. Which Data Sets Are Preferred by University Students in Learning Analytics Dashboards? A Situated Learning Theory Perspective. INFORMS Transactions on Education 24 3 (2023) 220\u2013237. 10.1287\/ited.2023.0289","DOI":"10.1287\/ited.2023.0289"},{"key":"e_1_3_3_2_24_2","doi-asserted-by":"publisher","unstructured":"Rogers Kaliisa Kamila Misiejuk Sonsoles L\u00f3pez-Pernas Mohammad Khalil and Mohammed Saqr. 2024. Have Learning Analytics Dashboards Lived Up to the Hype? A Systematic Review of Impact on Students\u2019 Achievement Motivation Participation and Attitude. ACM International Conference Proceeding Series (2024) 295\u2013304. 10.1145\/3636555.3636884","DOI":"10.1145\/3636555.3636884"},{"key":"e_1_3_3_2_25_2","doi-asserted-by":"publisher","DOI":"10.1145\/3375462.3375472"},{"key":"e_1_3_3_2_26_2","doi-asserted-by":"publisher","unstructured":"Jeff\u00a0J. Kosovich Chris\u00a0S. Hulleman Kenneth\u00a0E. Barron and Steve Getty. 2015. A Practical Measure of Student Motivation: Establishing Validity Evidence for the Expectancy-Value-Cost Scale in Middle School. Journal of Early Adolescence 35 5-6 (2015) 790\u2013816. 10.1177\/0272431614556890","DOI":"10.1177\/0272431614556890"},{"key":"e_1_3_3_2_27_2","doi-asserted-by":"publisher","unstructured":"Alexandra Kuznetsova Per\u00a0B. Brockhoff and Rune\u00a0H.B. Christensen. 2017. lmerTest Package: Tests in Linear Mixed Effects Models. Journal of Statistical Software 82 13 (2017) 1\u201326. 10.18637\/JSS.V082.I13","DOI":"10.18637\/JSS.V082.I13"},{"key":"e_1_3_3_2_28_2","doi-asserted-by":"publisher","unstructured":"Qiujie Li Di Xu Rachel Baker Amanda Holton and Mark Warschauer. 2022. Can student-facing analytics improve online students\u2019 effort and success by affecting how they explain the cause of past performance. Computers & Education 185 April (2022) 104517. 10.1016\/j.compedu.2022.104517","DOI":"10.1016\/j.compedu.2022.104517"},{"key":"e_1_3_3_2_29_2","doi-asserted-by":"publisher","unstructured":"Lisa Lim Sre\u0107ko Joksimovi\u0107 Shane Dawson and Dragan Ga\u0161evi\u0107. 2019. Exploring students\u2019 sensemaking of learning analytics dashboards: Does frame of reference make a difference? ACM International Conference Proceeding Series (2019) 250\u2013259. 10.1145\/3303772.3303804","DOI":"10.1145\/3303772.3303804"},{"key":"e_1_3_3_2_30_2","first-page":"74","volume-title":"Manual for the Patterns of Adaptive Learning Sciences (PALS)","author":"Midgley Carol","year":"2000","unstructured":"Carol Midgley, Martin\u00a0L Maehr, Ludmila\u00a0Z Hruda, Eric Anderman, Lynley Anderman, Kimberley\u00a0E Freeman, Margaret Gheen, Avi Kaplan, Revathy Kumar, Michael\u00a0J Middleton, Jeanne Nelson, and Robert Roeser. 2000. Manual for the Patterns of Adaptive Learning Sciences (PALS). Technical Report. 74 pages."},{"key":"e_1_3_3_2_31_2","doi-asserted-by":"publisher","unstructured":"Fidelia\u00a0A. Orji and Julita Vassileva. 2021. A Comparative Evaluation of the Effect of Social Comparison Competition and Social Learning in Persuasive Technology on Learning. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) 12677 LNCS (2021) 369\u2013375. 10.1007\/978-3-030-80421-3_41","DOI":"10.1007\/978-3-030-80421-3_41"},{"key":"e_1_3_3_2_32_2","doi-asserted-by":"publisher","unstructured":"Reinhard Pekrun. 2006. The control-value theory of achievement emotions: Assumptions corollaries and implications for educational research and practice. Educational Psychology Review 18 4 (2006) 315\u2013341. 10.1007\/s10648-006-9029-9","DOI":"10.1007\/s10648-006-9029-9"},{"key":"e_1_3_3_2_33_2","doi-asserted-by":"publisher","unstructured":"Reinhard Pekrun Aisling Cusack Kou Murayama Andrew\u00a0J. Elliot and Kevin Thomas. 2014. The power of anticipated feedback: Effects on students\u2019 achievement goals and achievement emotions. Learning and Instruction 29 (2014) 115\u2013124. 10.1016\/j.learninstruc.2013.09.002","DOI":"10.1016\/j.learninstruc.2013.09.002"},{"key":"e_1_3_3_2_34_2","doi-asserted-by":"publisher","unstructured":"Reinhard Pekrun Andrew\u00a0J. Elliot and Markus\u00a0A. Maier. 2009. Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations With Academic Performance. Journal of Educational Psychology 101 1 (2009) 115\u2013135. 10.1037\/a0013383","DOI":"10.1037\/a0013383"},{"key":"e_1_3_3_2_35_2","doi-asserted-by":"publisher","unstructured":"Reinhard Pekrun Herbert\u00a0W. Marsh Andrew\u00a0J. Elliot Kristina Stockinger Raymond\u00a0P. Perry Elisabeth Vogl Thomas Goetz Wijnand\u00a0A.P. van Tilburg Oliver L\u00fcdtke and Walter\u00a0P. Vispoel. 2023. A three-dimensional taxonomy of achievement emotions. Journal of personality and social psychology 124 1 (2023) 145\u2013178. 10.1037\/pspp0000448","DOI":"10.1037\/pspp0000448"},{"key":"e_1_3_3_2_36_2","doi-asserted-by":"crossref","unstructured":"Reinhard Pekrun Raymond\u00a0P Perry Thomas Goetz Kristina Stockinger Herbert\u00a0W Marsh Raymond\u00a0P Perry and Herbert\u00a0W Marsh. 2023. Achievement Emotions Questionnaire \u2013 Revised - User \u2019 s Manual 2022 -. 124 (2023).","DOI":"10.1037\/pspp0000448"},{"key":"e_1_3_3_2_37_2","doi-asserted-by":"publisher","unstructured":"Linda\u00a0S. Perloff and Barbara\u00a0K. Fetzer. 1986. Self-Other Judgments and Perceived Vulnerability to Victimization. Journal of Personality and Social Psychology 50 3 (1986) 502\u2013510. 10.1037\/0022-3514.50.3.502","DOI":"10.1037\/0022-3514.50.3.502"},{"key":"e_1_3_3_2_38_2","volume-title":"A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ)","author":"Pintrich P.R.\u00a0R","year":"1991","unstructured":"P.R.\u00a0R Pintrich, D. Smith, T. Garcia, and W. McKeachie. 1991. A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Technical Report."},{"key":"e_1_3_3_2_39_2","doi-asserted-by":"publisher","unstructured":"Emily\u00a0Q. Rosenzweig Allan Wigfield and Jacquelynne\u00a0S. Eccles. 2019. Expectancy-value theory and its relevance for student motivation and learning. The Cambridge Handbook of Motivation and Learning (2019) 617\u2013644. 10.1017\/9781316823279.026","DOI":"10.1017\/9781316823279.026"},{"key":"e_1_3_3_2_40_2","doi-asserted-by":"publisher","unstructured":"Peter\u00a0J. Rousseeuw. 1987. Silhouettes: A graphical aid to the interpretation and validation of cluster analysis. J. Comput. Appl. Math. 20 C (1987) 53\u201365. 10.1016\/0377-0427(87)90125-7","DOI":"10.1016\/0377-0427(87)90125-7"},{"key":"e_1_3_3_2_41_2","doi-asserted-by":"crossref","unstructured":"Holger Schielzeth and Shinichi Nakagawa. 2013. Nested by design: model fitting and interpretation in a mixed model era. Methods in Ecology and Evolution 4 1 (2013) 14\u201324.","DOI":"10.1111\/j.2041-210x.2012.00251.x"},{"key":"e_1_3_3_2_42_2","doi-asserted-by":"publisher","unstructured":"Michael Schneider and Franzis Preckel. 2017. Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin 143 6 (2017) 565\u2013600. 10.1037\/bul0000098","DOI":"10.1037\/bul0000098"},{"key":"e_1_3_3_2_43_2","doi-asserted-by":"publisher","unstructured":"Corwin Senko Chris\u00a0S. Hulleman and Judith\u00a0M. Harackiewicz. 2011. Achievement Goal Theory at the Crossroads: Old Controversies Current Challenges and New Directions. Educational Psychologist 46 1 (2011) 26\u201347. 10.1080\/00461520.2011.538646","DOI":"10.1080\/00461520.2011.538646"},{"key":"e_1_3_3_2_44_2","doi-asserted-by":"publisher","DOI":"10.1145\/2883851.2883904"},{"key":"e_1_3_3_2_45_2","doi-asserted-by":"publisher","unstructured":"Teo Susnjak Gomathy\u00a0Suganya Ramaswami and Anuradha Mathrani. 2022. Learning analytics dashboard: a tool for providing actionable insights to learners. International Journal of Educational Technology in Higher Education 19 1 (2022). 10.1186\/s41239-021-00313-7","DOI":"10.1186\/s41239-021-00313-7"},{"key":"e_1_3_3_2_46_2","doi-asserted-by":"publisher","unstructured":"Stephanie\u00a0D. Teasley. 2017. Student Facing Dashboards: One Size Fits All? Technology Knowledge and Learning 22 3 (2017) 1\u20138. 10.1007\/s10758-017-9314-3","DOI":"10.1007\/s10758-017-9314-3"},{"key":"e_1_3_3_2_47_2","doi-asserted-by":"publisher","unstructured":"Heta Tuominen-Soini Katariina Salmela-Aro and Markku Niemivirta. 2011. Stability and change in achievement goal orientations: A person-centered approach. Contemporary Educational Psychology 36 2 (2011) 82\u2013100. 10.1016\/j.cedpsych.2010.08.002","DOI":"10.1016\/j.cedpsych.2010.08.002"},{"key":"e_1_3_3_2_48_2","doi-asserted-by":"crossref","unstructured":"Katrien Verbert Erik Duval Joris Klerkx Sten Govaerts and Jos\u00e9\u00a0Luis Santos. 2013. Learning analytics dashboard applications. American Behavioral Scientist 57 10 (2013) 1500\u20131509.","DOI":"10.1177\/0002764213479363"},{"key":"e_1_3_3_2_49_2","doi-asserted-by":"publisher","DOI":"10.1145\/3785022.3785090"},{"key":"e_1_3_3_2_50_2","doi-asserted-by":"publisher","unstructured":"Joshua Weidlich Aron Fink Ioana Jivet Jane Yau Tornike Giorgashvili Hendrik Drachsler and Andreas Frey. 2024. Emotional and motivational effects of automated and personalized formative feedback: The role of reference frames. Journal of Computer Assisted Learning (2024) 1\u201318. 10.1111\/jcal.13024","DOI":"10.1111\/jcal.13024"},{"key":"e_1_3_3_2_51_2","doi-asserted-by":"publisher","unstructured":"Aaron\u00a0C. Weidman Jessica\u00a0L. Tracy and Andrew\u00a0J. Elliot. 2016. The Benefits of Following Your Pride: Authentic Pride Promotes Achievement. Journal of personality 84 5 (2016) 607\u2013622. 10.1111\/jopy.12184","DOI":"10.1111\/jopy.12184"},{"key":"e_1_3_3_2_52_2","doi-asserted-by":"publisher","unstructured":"Bernard Weiner. 1985. An Attributional Theory of Achievement Motivation and Emotion. Psychological Review 92 4 (1985) 548\u2013573. 10.1037\/0033-295X.92.4.548","DOI":"10.1037\/0033-295X.92.4.548"},{"key":"e_1_3_3_2_53_2","first-page":"56","volume-title":"Structural equation modeling: Concepts, issues and applications","author":"West S.\u00a0G.","year":"1995","unstructured":"S.\u00a0G. West, J.\u00a0F. Finch, and P.\u00a0J. Curran. 1995. Structural equation models with nonnormal variables. Problems and remedies. In Structural equation modeling: Concepts, issues and applications, R.\u00a0H. Hoyle (Ed.). Sage, Newbury Park, CA, 56\u201375."},{"key":"e_1_3_3_2_54_2","doi-asserted-by":"publisher","unstructured":"Lisa\u00a0A. Williams and David DeSteno. 2008. Pride and Perseverance: The Motivational Role of Pride. Journal of Personality and Social Psychology 94 6 (2008) 1007\u20131017. 10.1037\/0022-3514.94.6.1007","DOI":"10.1037\/0022-3514.94.6.1007"},{"key":"e_1_3_3_2_55_2","doi-asserted-by":"publisher","unstructured":"Alyssa\u00a0Friend Wise. 2014. Designing pedagogical interventions to support student use of learning analytics. ACM International Conference Proceeding Series (2014) 203\u2013211. 10.1145\/2567574.2567588","DOI":"10.1145\/2567574.2567588"},{"key":"e_1_3_3_2_56_2","doi-asserted-by":"publisher","unstructured":"Fabian Wolff Friederike Helm and Jens M\u00f6ller. 2018. Testing the dimensional comparison theory: When do students prefer dimensional comparisons to social and temporal comparisons? Social Psychology of Education 21 4 (2018) 875\u2013895. 10.1007\/s11218-018-9441-2","DOI":"10.1007\/s11218-018-9441-2"},{"key":"e_1_3_3_2_57_2","doi-asserted-by":"publisher","unstructured":"Joanne\u00a0V Wood. 1989. Theory and Research concerning social comparisons of personal attributes. Psychological Bulletin 106 2 (1989) 231\u2013248. 10.1037\/0033-2909.106.2.231","DOI":"10.1037\/0033-2909.106.2.231"},{"key":"e_1_3_3_2_58_2","doi-asserted-by":"crossref","unstructured":"Joanne\u00a0V. Wood. 1996. What is Social Comparison and How Should We Study it? Personality and Social Psychology Bulletin 22 5 (1996) 520\u2013537.","DOI":"10.1177\/0146167296225009"},{"key":"e_1_3_3_2_59_2","doi-asserted-by":"publisher","unstructured":"Andrew Zamecnik Vitomir Kovanovi\u0107 Georg Grossmann Sre\u0107ko Joksimovi\u0107 Gabrielle Jolliffe David Gibson and Abelardo Pardo. 2022. Team interactions with learning analytics dashboards. Computers and Education 185 April (2022). 10.1016\/j.compedu.2022.104514","DOI":"10.1016\/j.compedu.2022.104514"},{"key":"e_1_3_3_2_60_2","doi-asserted-by":"publisher","unstructured":"Ethan Zell and Mark\u00a0D. Alicke. 2010. The local dominance effect in self-evaluation: Evidence and explanations. Personality and Social Psychology Review 14 4 (2010) 368\u2013384. 10.1177\/1088868310366144","DOI":"10.1177\/1088868310366144"},{"key":"e_1_3_3_2_61_2","doi-asserted-by":"publisher","unstructured":"Ethan Zell and Jason\u00a0E. Strickhouser. 2020. Comparisons Across Dimensions People and Time: On the Primacy of Social Comparison in Self-Evaluations. Social Psychological and Personality Science 11 6 (2020) 791\u2013800. 10.1177\/1948550619884564","DOI":"10.1177\/1948550619884564"},{"key":"e_1_3_3_2_62_2","doi-asserted-by":"publisher","DOI":"10.1145\/3785022.3785099"}],"event":{"name":"LAK 2026: LAK26: 16th International Learning Analytics and Knowledge Conference","location":"Bergen Norway","acronym":"LAK 2026"},"container-title":["Proceedings of the LAK26: 16th International Learning Analytics and Knowledge Conference"],"original-title":[],"deposited":{"date-parts":[[2026,4,25]],"date-time":"2026-04-25T09:42:01Z","timestamp":1777110121000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3785022.3785080"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,4,26]]},"references-count":61,"alternative-id":["10.1145\/3785022.3785080","10.1145\/3785022"],"URL":"https:\/\/doi.org\/10.1145\/3785022.3785080","relation":{},"subject":[],"published":{"date-parts":[[2026,4,26]]},"assertion":[{"value":"2026-04-26","order":3,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}