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The Social Comparison Rumination Scale: Development, Psychometric Properties, and Associations With Perfectionism, Narcissism, Burnout, and Distress.

Authors :
Flett, Gordon L.
Nepon, Taryn
Hewitt, Paul L.
Su, Chang
Yacyshyn, Christa
Moore, Kimberley
Lahijanian, Atieh
Source :
Journal of Psychoeducational Assessment; Sep2024, Vol. 42 Issue 6, p685-704, 20p
Publication Year :
2024

Abstract

In the current article, we describe the development and validation of the Social Comparison Rumination Scale. This measured was developed as a supplement to existing social comparison measures and to enable us to determine its potential relevance to perfectionism and other personality constructs. The Social Comparison Rumination Scale (SCRS) is a six-item inventory assessing the extent to which an individual is cognitively preoccupied and thinking repetitively about social comparison outcomes and information. Three studies with five samples of university students are described. Psychometric analyses established the SCRS consists of one factor assessed with high internal consistency and the measure is reliable and valid. Analyses showed that elevated levels of social comparison rumination are associated with trait perfectionism, perfectionistic automatic thoughts, perfectionistic self-presentation, ruminative brooding, burnout, depression, and fear of negative evaluation. Links were also established between social comparison rumination and both narcissism and dispositional envy. Overall, our findings support the further use of the SCRS and highlight the tendency of many people to think in deleterious ways about social comparisons long after the actual comparisons have taken place. We discuss social comparison rumination within the context of concerns about excessive social media use and young people being exposed to seemingly perfect lives that became a vexing cognitive preoccupation. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
07342829
Volume :
42
Issue :
6
Database :
Complementary Index
Journal :
Journal of Psychoeducational Assessment
Publication Type :
Academic Journal
Accession number :
179066627
Full Text :
https://doi.org/10.1177/07342829241238300