强调努力悖论：强调努力阻碍对STEM领域的追求

doi:10.3724/SP.J.1041.2026.0918

摘要/Abstract

摘要： 努力作为通往成功道路上的关键因素, 对个人的积极影响不言而喻, 但当前研究对强调努力是否会引发消极影响还不清楚。本研究根据归因理论和“表现 = 努力 + 能力”理论, 结合特定领域能力信念和聪明性别刻板印象, 通过4个实验(N = 1038), 探讨了强调努力对个体追求STEM领域造成的消极影响(实验1~4)及其内在机制(实验3~4)。结果发现, 强调目标个体的努力, 会引发对其不聪明感知, 进而导致他人不建议其追求STEM领域; 同时, 还会降低目标个体自身追求STEM领域的意愿、兴趣、归属感和动机。本研究将这一现象称为“强调努力悖论”, 该概念的提出有助于打破“强调努力 = 积极结果”的片面认知, 对STEM教育具有重要启示意义。

关键词: 强调努力悖论, 不聪明感知, “表现 = 努力 + 能力”理论, 特定领域能力信念, 聪明性别刻板印象

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

中图分类号:

B849:C91

王祯, 左果果, 管健. (2026). 强调努力悖论：强调努力阻碍对STEM领域的追求. 心理学报, 58(5), 918-934.

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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