A new study shows that students—especially women—thrive in STEM when they focus on their own hard work rather than comparing themselves to others.
Key Points at a Glance
- Students who compare their effort to peers often feel less confident in their science abilities.
- Women benefit most when they focus on their own hard work without making comparisons.
- Criterion effort (working hard for understanding) boosts science self-concept and achievement.
- Comparative effort (feeling one works harder than others) undermines confidence and performance.
- The study offers insights into preventing STEM dropout, especially among women.
In the pressure-cooker environment of introductory STEM courses—those in Science, Technology, Engineering, and Mathematics—many students ask themselves the same daunting question: “Why does this feel harder for me than it does for everyone else?” A new study from The Ohio State University suggests that this very question might be doing more harm than good.
According to research published in Contemporary Educational Psychology, students who compare how much effort they put into their studies with how hard their classmates seem to be working often experience a dip in confidence—especially in their belief that they can succeed in science. This type of thinking, known as comparative effort, can have tangible consequences for academic performance and self-perception.
The study followed 690 undergraduates enrolled in introductory chemistry courses, often considered “gateway” classes in STEM. Researchers measured students’ self-reported effort, science self-concept (their belief in their ability to do science), and their actual performance on exams. They distinguished between two types of effort: criterion effort, the internal sense of working hard because a subject is challenging, and comparative effort, which involves stacking one’s own effort against that of peers.
The results were revealing. When students—both men and women—believed they had to work harder than others, they were more likely to think they weren’t naturally good at science. This self-assessment had a negative impact on their performance, creating a cycle of insecurity that threatened their success.
However, there was a powerful exception: women who believed they were trying hard—without comparing themselves to others—tended to build confidence and actually performed better. This nuance could have critical implications for how educators support gender equity in science and technology fields.
“These findings suggest that it’s not just about working hard, but how students interpret their effort that matters,” said Hyewon Lee, the study’s lead author, now a postdoctoral research fellow at the University of California, Irvine. “When women believe in the value of their hard work on its own terms, they gain confidence and achieve more.”
By contrast, men’s science self-concept was more tightly linked to earlier academic achievement than effort. This may reflect broader social assumptions that men are inherently suited to succeed in science, meaning they don’t rely as heavily on effort-based affirmation.
The study also discovered a feedback loop: students who did well on a midterm were more likely to believe in the value of their hard work, which in turn positively affected their performance on the final. Conversely, students caught in the trap of comparative effort saw poorer outcomes.
These patterns were particularly pronounced among women, suggesting that efforts to foster resilience in early STEM coursework must take psychological framing into account. Co-author Shirley L. Yu emphasized the high stakes: “Introductory STEM classes are often competitive and difficult. They can end up discouraging capable students—especially women—who internalize the idea that they just aren’t cut out for science.”
That’s a narrative the research aims to dismantle. Rather than letting peer comparisons undermine self-worth, the authors advocate for fostering a mindset in which students value their own journey and effort, regardless of how others seem to perform.
“Our message to students is this,” said Lee: “Work hard for yourself. Don’t worry about how hard others are working. Your effort matters—and it can lead to success.”
In an era where STEM education is both a gateway to opportunity and a frequent point of attrition, this study delivers a powerful takeaway: the race for scientific achievement isn’t about beating your peers. It’s about believing in your own ability to get better with effort—and knowing that, in science, the climb itself is a sign of strength.
Source: Ohio State University
