July 24, 2006 | Volume 4 | Number 7
Competition and Student Learning

Competition and Student Learning

Dan Laitsch

The Question

How does competition affect student learning?

The Context

Competition is frequently used as a behavioral tool for motivating students and can have strong positive outcomes for some; however, competition also necessitates that there be both winners and losers. For the “losing” students, competition may result in negative effects as significant as or greater than the positive effects experienced by other students. To determine how competitive interactions affect students, the authors of the study highlighted in this issue of ResearchBrief applied behavioral-economic theories and models in an effort to explain student behavior. Behavioral economics is a relatively new field that seeks to examine how the decision-making process influences individuals’ decisions related to expenditure of resources (fiscal or personal). Researchers in behavioral economics use scientific research on human and social cognitive and emotional biases to better understand such economic decisions. Researchers in this field are particularly concerned with heuristics—in this case, the study of how students decide to engage in or withdraw from competitive academic experiences.

The Details

Henry Wang and Bill Yang conducted the study highlighted in this issue of ResearchBrief (see below for full citation). They first attempted to create a symbolic representation (formula) to model student academic achievement outcomes that included variables for previous knowledge, effort, relative ability (as compared to peers), absolute ability (as compared to a set standard), and grading policy. The authors then extended their initial formula using a microeconomic model that included variables representing the cost of exerting an effort and tested a series of assumptions to see how they would affect the outcomes represented by the model (e.g., how changing the grading policy to a competitive model would affect a student’s perceived relative ability). The results of the analysis suggested that above-average students might be motivated by a competitive grading model that ranks students, whereas below-average students might be discouraged by such a system.

The authors next extended the model further to incorporate aspects of self-worth theory, applied in this study to examine students’ perceptions of their own relative ability. Additionally, the model allowed the researchers to examine how students might adjust their efforts to maintain their perceptions of their self-worth. Specifically, the researchers tested the model to see if students who were concerned about their perceived relative ability would, in a competitive environment, lower their effort so as to win by not losing—in other words, to fail because of low effort rather than low ability.

The outcomes of the model suggested that successful students might study harder to maintain positive self-worth than they would for a high grade. Conversely, successful students might lower their effort when inequality is introduced. In a situation where high effort does not ensure success (or after experiencing unexpected failure), students might reduce effort to avoid negative self-worth. According to the model created by the authors, these effects are exacerbated as the spread in ability within a class increases—if all students were of similar absolute ability, then perceived ability would not matter as much. As the grading policy relies more on relative performance and competition, self-worth also increases.

When student motivation was analyzed through the behavioral-economic lens of loss aversion (the desire to avoid loss) and the endowment effect (the tendency to value our own goods more than the same goods owned by others), the authors saw the potential for many successful students to experience a significant negative effect on their perceived high self-worth as they attempted to protect it.

The Bottom Line

Using a behavioral-economic model, the researchers found support for the concept that competition between students may have a negative effect on student motivation as students attempt to protect their own perceived self-worth.

Who's Affected?

This study looked at the theoretical effects of competition on hypothetical students.

Caveats

This study used theoretical modeling to examine the potential effects of competition on students and, as such, does not include any data on real students. The authors also expanded the use of behavioral economic models to an area (student learning) that is beyond traditional economic theory and so may be pushing the use of these tools beyond typically accepted norms. The researchers created a very complex model resting on a series of author-generated assumptions that—although they make sense and are based in prior research—may include irrelevant variables or exclude relevant variables that could alter the theoretical outcomes.

The Study

Wang, X. H., & Yang, B. Z. (2003). Why competition may discourage students from learning? A behavioral economic analysis. Education Economics 11(2), 117–128.

Other Resources

Behavioral Economics Program. Russell Sage Foundation

Behavioral Finance. Wikipedia

Metacognition and the Self-System. Learning Disabilities Resource Community

Motivating Students. Excerpted from Tools for Teaching

Copyright © 2006 by Association for Supervision and Curriculum Development