Paradox of emphasizing effort: How emphasizing effort discourages pursuit of STEM fields

doi:10.3724/SP.J.1041.2026.0918

Abstract

Abstract: Effort can be defined broadly as the exertion of physical or mental energy to achieve a specific goal or complete a task. It is valued globally and is commonly viewed as a pathway to success. However, recent evidence suggests that emphasizing effort may backfire, as it can imply that individuals have to work hard to compensate for low brilliance. Furthermore, perceptions of low brilliance may negatively impact sense of belonging and motivations for STEM fields (science, technology, engineering, and mathematics). We refer this phenomenon as the paradox of emphasizing effort, indicating that although effort seems to have beneficial effects, overwhelming emphasizing effort may undermine individuals’ pursuit of STEM fields. Field-specific ability beliefs refers to beliefs about the extent to which success in a particular field depends on brilliance. For example, brilliance is believed to be essential for success in STEM fields. When field-specific ability beliefs combined with gender-brilliance stereotype, by which women are stereotypically viewed as less likely than men to possess brilliance, emphasizing brilliance may undermine women’s intentions, interest, sense of belonging, and motivation to pursue STEM fields. Given that individuals tend to perceive effort and ability (or brilliance) as inversely related, according to attribution theory and the “performance = effort + skill (ability)” theory, emphasizing effort might lead to perceptions of low brilliance, which in turn hinders individuals’ pursuit of STEM fields. In this research, across 4 studies (N = 1, 038), we investigated the paradox of emphasizing effort and the underlying mechanism of this paradox.
In Study 1, from the perspective of observers, we explored whether emphasizing a target’s effort led participants to be less likely to suggest that the target should pursue STEM majors, compared to when effort was not emphasized. In Study 2, incorporating the perspective of actors, we examined whether emphasizing effort lowered participants’ own intentions to pursue STEM internships, compared to when effort was not emphasized. In Study 3, we examined whether the paradox of emphasizing effort could be explained by perceptions of low brilliance. In Study 4, we tested whether the results regarding to the mediating role of low-brilliance perceptions could be replicated.
The results showed that participants exposed to a target whose effort was emphasized were less likely to suggest that the target should pursue STEM fields in education and occupation, regardless of the target’s gender (female, male, or unspecified), compared to those exposed to a target whose effort was not emphasized (Studies 1~4). Additionally, when participants own effort was emphasized, they reported lower intentions, interest, sense of belonging, and motivation to pursue STEM fields in occupation, compared to those whose effort was not emphasized (Studies 2~4). Furthermore, perceptions of low brilliance were a key mechanism underlying the paradox of emphasizing effort. Specifically, emphasizing effort led to perceptions of low brilliance, which in turn caused individuals to steer away from STEM fields in occupation (Studies 3~4).
The first theoretical contribution of this research is to advance the literature of effort. Previous work on effort has primarily focused on positive consequences of effort, our research is the first to reveal the negative effects of emphasizing effort on individuals’ pursuit of STEM fields. Second, our research expanded the application of attribution theory and the “performance = effort + skill (ability)” theory. Third, our research, to some extent, advances theory related to field-specific ability beliefs. Our research demonstrated that the negative effects of field-specific ability beliefs could be induced even without directly emphasizing brilliance. Fourth, our research offers a potential new perspective on explaining gender disparities in STEM fields. Finally, our research suggests that deemphasizing the roles of effort and brilliance in achieving success in STEM fields may help mitigate the detrimental consequences of the paradox of emphasizing effort.

Key words: paradox of emphasizing effort, perceptions of low brilliance, "performance = effort + skill (ability)" theory, field-specific ability beliefs, gender-brilliance stereotype

WANG Zhen, ZUO Guoguo, GUAN Jian. (2026). Paradox of emphasizing effort: How emphasizing effort discourages pursuit of STEM fields. Acta Psychologica Sinica, 58(5), 918-934.

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