New Study Reveals Harm of Peer Comparison

A groundbreaking study has uncovered a troubling trend among college students in introductory STEM courses: comparing their efforts to those of their classmates can be damaging to their self-esteem and academic performance.

Researchers investigated this phenomenon among students in an introductory chemistry class, part of the essential STEM fields. They found that those who felt they had to exert more effort than their peers often doubted their capacity to succeed in science.

The Impact on Female Students

While the negative effects of comparative effort were evident for both genders, the research highlighted a silver lining for women. When female students focused solely on their own hard work without making comparisons, they demonstrated improved academic performance in the class.

A Call to Focus on Individual Growth

Lead author Hyewon Lee, now a postdoctoral fellow at the University of California, Irvine, emphasized the crucial takeaway: "Introductory STEM students must concentrate on their own efforts rather than comparing themselves to others. Recognizing the connection between hard work and success is vital."

Distinguishing Between Effort Types

The research distinguishes between two types of effort: 'criterion effort'—the belief in one's hard work related to learning—and 'comparative effort'—the tendency to measure one's efforts against classmates. Co-author Shirley L. Yu from Ohio State highlighted how comparative effort can erode a student's scientific self-concept, making them feel less capable.

Study Insights and Gender Dynamics

Involving 690 undergraduate students, the study tracked perceived efforts and academic achievements over a semester. The findings revealed that students often interpreted needing to work harder than classmates as a sign of weak scientific ability. This tendency was particularly pronounced among both male and female students.

Interestingly, for women, believing in the value of their hard work positively impacted their science self-concept. In contrast, men's confidence was more closely linked to their prior achievements, possibly due to already established confidence in their scientific abilities.

The Significance of Positive Feedback Loops

The research indicated a reciprocal relationship between perceived effort and academic performance. Women who believed in their hard work scored higher on midterms, which further boosted their perception of effort. Conversely, a focus on comparative effort correlated with lower performance.

The Need to Support Early STEM Experiences

This study is the first to explore the dynamics of perceived effort, self-concept, and achievement within actual undergraduate classrooms, shedding light on how early STEM courses can act as barriers. As Yu stated, "These foundational classes are often competitive, and we must dismantle obstacles that hinder capable students, especially women, from thriving."

By focusing on fostering individual growth and eliminating detrimental comparisons, we can help students navigate the challenges of STEM education more effectively.