Dive Brief:

• New research by Todd Rogers of Harvard University and Avi Feller of the University of California at Berkeley, published in Psychological Science, says that holding up examples of excellent work is more likely to hinder student performance instead of embolden it.
• That's because, the researchers say, students often feel like they're incapable of achieving similar results or view the exceptional example as normal, resulting in decreased motivation to perform.
• Other studies, Education Week reports, have drawn similar conclusions about the dangers of comparisons for teens using social media, with research from the University of Missouri, for example, suggesting that students using Facebook felt more jealousy and depression after seeing upbeat and happy posts from peers. 

Dive Insight:

Though the results of the new research might seem counterintuitive, educators should take note that showing students with average or sub-par performance examples of truly exceptional work might also lead to feelings of personal insecurity, as suggested by the UM study, in addition to fostering negative motivation around academic performance.

Those feelings, according to Rogers, an associate professor of public policy at Harvard's Kennedy School of Government, might also have an additional impact of contributing to an increased rate of bullying for gifted or high-performing students.

Additionally, one study related to online learning found that false, preconceived notions about the time and effort needed to successfully complete coursework led students to develop unrealistic study time expectations that ultimately hindered them. 

One way for schools to increase student motivation, says teacher Christine Hertz, co-author of the book "A Mindset for Learning," is to try encouraging and implementing five essential attitudes in the classroom: optimism, persistence, flexibility, resilience, and empathy.