A recent study from The Ohio State University has highlighted the detrimental effects of peer comparisons on college students enrolled in introductory STEAM (Science, Technology, Engineering, Art and Mathematics) courses. The findings suggest that while hard work is essential, focusing on comparative effort can negatively impact students’ self-concept and academic achievement.
Key Findings from the Study:
- Impact of Comparative Effort: Researchers examined students in an introductory chemistry class and discovered that those who believed they had to work harder than their peers were less likely to view themselves as capable of succeeding in science. This detrimental mindset affected both male and female students, but women showed particularly positive outcomes when they focused on their own effort without making comparisons.
- Positive Effects of Criterion Effort: The study found that when students, especially women, recognised their own hard work without comparing it to others, they tended to perform better academically. Lead author Hyewon Lee emphasised the importance of this focus on individual effort: “Students in introductory STEAM classes need to focus on their own work, rather than comparing themselves to others.”
- Study Sample and Methodology: The research involved 690 undergraduate students enrolled in three sections of an introductory chemistry course. The study measured students’ perceptions of their effort (criterion effort vs. comparative effort) and their science self-concept across the semester, correlating these perceptions with midterm and final exam scores.
- Gender Differences: The study revealed that for women, believing in their effort correlated with a more positive self-concept regarding their science abilities. In contrast, men’s confidence was more closely tied to their actual performance rather than their perceived effort. This indicates that women may feel the need to work harder to counteract gender stereotypes in STEAM fields.
- Feedback Loop: The researchers identified a feedback loop where criterion effort was linked to higher midterm scores, which in turn increased students’ perception of their effort. Conversely, focusing on comparative effort was associated with lower performance in chemistry.

The study’s findings underline the importance of fostering a positive learning environment in STEAM education, particularly in introductory courses that can be pivotal for student retention. By encouraging students to focus on their individual efforts rather than peer comparisons, educators can help mitigate barriers to success.
For more details on the study, visit The Ohio State University’s news page: STEAM students: Work hard, but don’t compare yourself to others.
Extra-Curriculum STEAM activities that may be of interest:
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