Education
The power of competition: the impact of social motivation on learning
Introduction
WE know that competition is a powerful driving force in physical activities. Competition is what motivates athletes to do better and achieve higher results. Thanks to scientific research, we know that kids aim to do a better job at tests and quizzes when they know there’s a prize waiting for impressive results. However, how does competition influence students’ ability to learn? Is there a correlation between competition and the human learning process?
We did some research and came up with some intriguing findings. In this article, we are going to discuss the influence of social motivation on students’ ability to learn.
Competition drives effort
In recent scientific research, a group of undergraduate students took part in a series of tests to show the impact of competition on long-term memory. The participants went through the testing process in different conditions. This was necessary to assure the validity of the results. The final results showed that there was no significant direct influence of competition on long-term memory. Yet, competitive conditions had a significant influence on students’ efforts to complete tasks.
This means that students placed more effort to achieve higher academic performance. Furthermore, the research results showed no significant difference between male and female students. This means that the influence of competition on our desire to learn more and achieve a higher academic result is not related to gender.
Coping with competition in college
While competition has a positive effect on our desire to win, a series of poor results could lead to a loss of self-confidence. Some students react poorly when their results can’t match those of other students, which can lead to a drop in academic performance. To avoid reduced scores or even failing a class, students often seek help with essay writing tasks online. This helps them focus on more pressing tasks and the high-quality essays they receive, increase their level of confidence.
It’s important to consider competition as a driving force instead of a measure of your worth. If someone scores higher than us at a certain point, that doesn’t mean our effort was worthless.
Some students experience anxiety issues when faced with competition. This can lead to poor results in a competitive environment. It’s known that anxiety harms working memory and recall. If students see their competitors as a threat, they would most probably experience anxiety which would hinder memory.
Is there a cultural influence of a competitive environment?
In many countries, there is a long tradition of keeping a competitive atmosphere in classrooms. In countries like Japan, a competitive learning environment is customary. Students experience a competitive classroom atmosphere from an early age. In the USA, students are not used to competing with others in the classroom, so it’s reasonable to expect a negative reaction from some students.
Therefore, it’s safe to assume that the impact of competition on education also depends on the cultural background. Students used to a competitive learning environment will use competition as a driving force. On the other side, in countries where competition in the classroom is not cultivated from the start, students could experience anxiety. Also, they could show low performance when placed under the pressure of competition.
While quizzes and tests are part of every educational system in the world, these academic activities are not a social motivator to their full extent. Test and quiz results show how we stand against ourselves, it’s up to students individually to choose whether they will compare their scores with how other students in the class performed.
Moreover, in most countries nowadays, tests are often individualised, so students don’t even get the same tests. Therefore, students can’t even compare their test results with the scores of their peers since they answer different questions.
Conclusion
While athletes consider the competitive environment as their natural habitat and the driving force behind their activities, with learning things are not that uniform. There are many ways in which students’ view of the competitive environment differs. Some people thrive in harsh competition, while others block. We saw that there is also a cultural influence, or better said the difference in educative systems that plays a role.
It’s up to teachers to create a competitive classroom environment that would help students feel good and achieve higher results. Still, humans are different and there will always be among us those that react well when faced against a competitor and those that freeze when they are being compared with their peers.
Education
Language commissioner launches probe into school closure impact on Welsh
THE WELSH Language Commissioner has launched a formal investigation into claims that the proposed closure of a rural Carmarthenshire primary school did not properly assess the impact on the Welsh language.
Campaign group Cymdeithas yr Iaith confirmed this week that the Welsh Language Commissioner will examine whether Carmarthenshire County Council complied with its legal duties when producing a language impact assessment linked to plans to close Ysgol Llansteffan.
The council issued a statutory notice last year proposing to shut the village school at the end of the summer term as part of wider education reorganisation. A final decision had been expected this spring.
However, the investigation now creates fresh uncertainty over the timetable.

Complaint over ‘insufficient assessment’
Cymdeithas yr Iaith says it submitted a formal complaint arguing that the council failed to produce a sufficiently detailed assessment of how the closure could affect Welsh-medium education and the wider Welsh-speaking community.
The group claims the authority selectively used data to support closure rather than examining all available evidence objectively.
Two key concerns were raised.
Firstly, campaigners argue there may not be enough places in neighbouring Welsh-medium schools to accommodate pupils from Llansteffan and nearby housing developments, potentially forcing some families into English-medium provision.
Secondly, they say the assessment did not meaningfully consider the school’s role as a community hub or explore ways the site could generate income and support local Welsh-language activities.
On behalf of local members, Ffred Ffransis said: “There will not be places for all the Llansteffan children, nor for the children of the new housing estates, in other Welsh-medium schools in the area.
“The most cost-effective way of providing sufficient places locally in Welsh-medium education is by keeping open Ysgol Llansteffan and making better use of the buildings, including environmental education and community use.”
Formal investigation
In a letter to the group, the commissioner confirmed an investigation will be held under Section 71 of the Welsh Language Measure to determine whether the council complied with Welsh language standards.
The probe could take up to three months.
Campaigners believe this may delay implementation of the closure and could require the council to revisit its assessment and potentially carry out a fresh statutory consultation.
Ffransis said: “Even if the council now decided to make a full and meaningful assessment, there would likely have to be a new consultation. The original decision may have been taken on a faulty basis.”
He added that similar concerns had been raised about language impact assessments connected to other proposed school closures in the county.
Council position
The council has previously said that school reorganisation proposals are driven by falling pupil numbers, financial pressures and the need to ensure sustainable, high-quality education.
Authorities across Wales have faced difficult decisions in recent years as rural rolls decline and building maintenance costs rise.
It is expected the council will respond formally to the commissioner’s investigation in due course.
What happens next
If the commissioner finds that language standards were not properly followed, enforcement steps could be taken and the process delayed or revisited.
For families in Llansteffan, the outcome may determine whether their local Welsh-medium school remains open beyond the summer term.
The Herald has contacted Carmarthenshire County Council for comment.
Further updates will follow as the investigation progresses.
Community
Cilgerran Church in Wales school petition to be heard
A PETITION opposing proposed changes for a north Pembrokeshire school is to be heard by councillors later this week.
At last May’s meeting, Pembrokeshire County Council considered a report of the School Modernisation Working Group which outlined the findings of a review of education provision in the Preseli area.
A later July meeting backed a general consultation to discontinue Cilgerran Church in Wales Voluntary Controlled School, and to establish it as a 3-11 community school.
“In particular, the review considered the extent of surplus school places in the area, set against a significant decline in the pupil population,” the council in its consultation has said.
The consultation closed on January 30.
Hundreds have opposed the proposed changes, with a petition, on the council’s own website opposing the changes recently closing after gaining 391 signatures.
Any petition of more than 100 signatures triggers a debate at one of the council’s scrutiny committees, in the case of Cilgerran that debate taking place at Pembrokeshire County Council’s February 5 schools and learning overview and scrutiny committee.
The Cilgerran e-petition, created by Louise Williams, raised concerns including the school could become part of a federation, a loss of permanent head teacher on site, a shared head teacher would have to oversee several schools, loss of funding control and the ability to maintain the school’s current healthy and stable funding, and a loss of commitment to the church, in turn could impact on the school’s and pupils values, beliefs and cultural beliefs.
It said: “Ysgol Cilgerran VC school has strong links with the Church community in Cilgerran and we believe this will have a negative impact on the children who attend the school, the community of Cilgerran and the links between the two.
“We are proud of our school ethos and values which are strengthened by our links with the church. The school has close and strong relationships with our Church in Wales federation governors one of which is also our safeguarding governor.
“Our Church Federation governors work closely with the school and are regular visitors to the school and the children. They provide vital support and guidance to the school and have a positive impact on the Children’s education. We believe these links will be weakened by this proposal to remove our VC status and we believe this is an un-necessary action.”
The proposals for Cilgerran are part of a wide range of potential education changes in the county.
Two petitions, opposing the potential closures of Manorbier and Ysgol Clydau schools, were recently heard at full council and a further petition opposing the potential closure of Stepaside School has recently been launched, which has generated enough support to be heard at a future council meeting.
Education
Industry insight helps marine cadets chart career course
Shipping professional visits Pembrokeshire College to showcase real-world opportunities on the Milford Haven Waterway
STUDENTS training for careers at sea were given a first-hand look at life in the maritime industry after a leading shipping professional visited Pembrokeshire College to share his experience of operations on the Milford Haven Waterway.
Toby Forester, from Williams Shipping, met with the College’s Enhanced Marine Engineering Pre-Cadets to explain how commercial shipping, marine services and logistics work together to keep one of the UK’s busiest energy ports moving.

Learners heard about the wide range of activity taking place daily on the estuary, including vessel movements, specialist support craft, safety management and the coordination required to operate safely and efficiently in a working port environment.
Staff said the session gave students valuable real-world context, helping them understand how the engineering skills they develop in workshops and classrooms directly translate into careers within the maritime and energy sectors.
The visit forms part of the College’s wider effort to strengthen links between education and industry, ensuring young people are exposed to employers and career pathways while still in training.
College representatives said experiences like this help build confidence and ambition among learners considering technical roles at sea or ashore.
They thanked Williams Shipping and Mr Forester for supporting the next generation of marine engineers and helping inspire future talent in Pembrokeshire’s coastal economy.
Photo caption: Marine engineering pre-cadets at Pembrokeshire College welcomed an industry talk from Williams Shipping about operations on the Milford Haven Waterway (Pic: Supplied).
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