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Abstract

Fear of failure is examined from a need achievement perspective and in the context of research amongst high school and university students. Theory and data suggest that fear of failure can be separated into two camps: overstriving and self-protection. Although each has yields in terms of achievement or in terms of self-protection, they render the academic process an uncertain one for students marked by anxiety, low resilience, and vulnerability to learned helplessness. A cascading model of failure avoidance is developed that differentiates various aspects of fear of failure on the basis of a number of correlates and outcomes and provides direction for intervention. An alternative orientation—success orientation—is explored in detail as are four factors identified as the key means to promote success orientation. These factors are self-belief, control, learning focus, and value of school and ways to promote these in the educational and counselling context are discussed.
... In educational settings, students often face challenges such as dealing with tough school assignments, juggling multiple deadlines, or receiving criticism for their work (Martin & Marsh, 2008;Putwain et al., 2023). However, each student may respond to these academic challenges differently based how they work toward recovering from minor setbacks (i.e., their academic buoyancy; Collie et al., 2016;Ursin et al., 2021) and their motivation related to avoiding failure (i.e., fear of failure; Martin & Marsh, 2003). In this study, we examine whether students' experiences of academic buoyancy and fear of failure are connected to their academic experiences and increased challenges considering individual characteristics, such as college-generational status, program degree level, primary language, racial/ethnic background in the post-COVID higher education environment. ...
... Fear of failure, also known also as fear avoidance (Conroy et al., 2002;Martin & Marsh, 2003), is the tendency for individuals to be uncertain about their ability to avoid failures and achieve success. These tendencies, drawn originally from achievement motivation research (Atkinson, 1987). ...
... Fear of failure can impact students' academic performance and overall well-being. It often results in the avoidance of challenging tasks, reluctance to take risks, and a decrease in motivation (Conroy, 2001;Conroy et al., 2002;Martin & Marsh, 2003;Putwain & Daly, 2013;Putwain et al., 2012Putwain et al., , 2023Sagar et al., 2007). Additionally, fear of failure can hinder students from seeking help or trying new approaches, further limiting their potential for growth and learning (Conroy et al., 2002;Cox, 2009;Hao et al., 2022;Martin & Marsh, 2003;Vaughn et al., 2023). ...
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Academic buoyancy refers to a student's adaptive response for dealing with academic-related setbacks and challenges that are typical in the ordinary course of school life. Fear of failure, known also as fear avoidance, is the tendency for students to be uncertain about their ability to avoid failures and achieve success. Both constructs have been associated with students' academic outcomes. Herein, we examine whether there were differences in these constructs associated either with students' time in the academic setting (i.e., first generation student or graduate level student) or type of challenges experienced (i.e., as a student of color or primary language other than English). Specifically, in using online surveys, we investigated the relation between academic buoyancy and fear of failure among university students (N = 122) from a public university in the southwestern United States. Supporting earlier research, when examining the association between academic buoyancy and fear of failure across all participating students, we found academic buoyancy was negatively related to fear of failure. When examining whether there were differences in academic buoyancy or fear of failure across either student experience (i.e., degree level or first-generation student status) or types of challenges related to being a student whose primary language is a language other than English or being a student of color, we found insufficient evidence of differences. This suggests that regardless of college-generational status, degree level, primary language, and racial/ethnic backgrounds, students reported similar levels of academic buoyancy and fear of failure. Findings extend the limited literature on academic buoyancy and fear of failure in higher education.
... Although the study primarily aims to identify the shared contextual roots for adaptive motivation, we also validate the results with other types of motivation that are considered less adaptive (or sometimes mixed findings) in the literature and are available in the same PISA dataset. These less adaptive motivational constructs include fixed mindsets (Dweck et al., 2019), fear of failure (Martin & Marsh, 2003), and performance goals (Helmreich et al., 1980). These motivational constructs are considered less adaptive because they are found to potentially undermine learning and well-being (Covington, 2000;Krou et al., 2021;Van Yperen et al., 2014). ...
... Although performance goals may seem adaptive in a competitive context and lead to positive performance outcomes (see Murayama & Elliot, 2012), we do not consider performance goals as adaptive because they are also linked to negative emotional and interpersonal consequences (Song et al., 2015;Olivier et al., 2023). Finally, fear of failure refers to the desire or tendency to avoid mistakes or challenges (Covington, 2000;Martin & Marsh, 2003). Some studies found that students who are motivated to avoid failures may have positive academic outcomes (Lou & Li, 2023b), while others found that it is negatively associated with performance (e.g., Bergold & Steinmayr, 2016;Deneault et al., 2020) and well-being outcomes. ...
... avoidance-orientation, to understand performance goals, one form of less adaptive motivation (Murayama & Elliot, 2012). Similarly, fear of failure may undermine or facilitate learning depending on context (Martin & Marsh, 2003;Lou & Li, 2023b). As such, there may be more social and individual reasons that could explain why students endorse certain less adaptive motivations. ...
Article
Achievement motivation is fundamental for human flourishing. While numerous adaptive motivational constructs have been proposed, they are often examined in isolation without considering their shared contextual roots. To identify the contextual factors underlying different forms of adaptive achievement motivation, we conducted comprehensive analyses by integrating a global student assessment dataset (n = 77,068 middle-school students across 19 countries, Mage = 15.79). We conducted a literature review and identified 27 potential predictors theoretically and empirically related to achievement motivation, including immediate contextual factors available in the dataset and distal contextual factors available from varying sources. Results from machine learning analyses showed convergent patterns of the contextual predictors for adaptive motivation (self-efficacy, learning goals, and task mastery orientation). Specifically, the optimal environment for adaptive motivation is characterized by the collective positive influence from parents, teachers, and peers, rather than depending on one exclusively. In comparison, the pattern of other less adaptive motivation constructs (fixed mindsets, performance goals, and fear of failure) is idiosyncratic. These findings provide synthesized evidence consolidating achievement motivation research, highlighting the shared contextual foundations for various adaptive motivations. This integrative approach clarifies that the optimal motivational contexts involve the collective social support of parents, teachers, and peers.
... Research highlights the influence of fear of failure on students, particularly women, pointing to factors like self-efficacy, gender role conflict, and the learning environment's perceived nature [12,13]. The intergenerational transmission of fear of failure [14] and the dual role of this fear as both a hindrance and a motivator [15,16] emphasizes the complexity of navigating failure in educational settings. The influence of educators' attitudes towards failure [17] further illustrates the need for pedagogical strategies that reshape students' perceptions of failure, promoting resilience and a success-oriented mindset. ...
... This approach mirrors findings from the literature that stress the importance of risk-taking in engineering education [15,16], suggesting that confronting and learning from failure can significantly bolster students' innovative capacities. ...
... It's not just about combining skills… it's about how those different viewpoints might spark creativity.". This finding aligns with the DEI objectives of the course and reinforces the literature on the benefits of diversity in enhancing creativity and problem-solving in engineering education [15,16]. ...
Conference Paper
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Mitra Anand serves as the Associate Director of Makerspace, and Innovation and Entrepreneurship, in addition to being an Adjunct Faculty of Mechanical Engineering at Worcester Polytechnic Institute. Anand's research interests lie in combining hands-on Maker skills with an entrepreneurial mindset and value creation, aiming to develop practical solutions for real-world problems. He is enthusiastic about innovation in engineering education, design thinking, prototyping, program development, crafting interactive curricula, and bringing ideas to fruition.
... Berdasarkan penelitian Martin dan Marsh (2003) ditemukan bahwa istilah fear of failure ini cukup umum, hasil survei yang dilakukan di Universitas yang berbeda di Sydney dan Australia. Sekitar 45% responden setuju bahwa kesuksesan didasarkan pada fear of failure. ...
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Fear of failure merupakan perasaan cemas yang dialami oleh individu sehingga berpengaruh pada menurunnya kepercayaan diri dan cenderung menghindari situasi-situasi yang berhubungan dengan kemungkinan terjadinya kegagalan. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh persepsi harapan orang tua dengan fear of failure pada Mahasiswa Tingkat Akhir. Responden penelitian ini berjumlah 186 Mahasiswa Tingkat Akhir Fakultas Psikologi Universitas Negeri Makassar dan sedang memprogramkan skripsi. Alat ukur yang digunakan adalah Performace Failure Appraisal Inventory (PFAI) untuk mengukur variabel fear of failure dan Perception of Parental Expectation Inventory untuk mengukur variabel persepsi harapan orang tua. Penelitian ini menggunakan teknik analisis uji regresi linear sederhana. Hasil Penelitian menunjukkan bahwa koefisien korelasi fear of failure dengan persepsi harapan orang tua sebesar 0,188 ( 18,8%) yang dapat diartikan bahwa terdapat pengaruh antara variabel Persepsi harapan orang tua terhadap variabel Fear of failure tapi tidak bersifat kuat karena hanya 18,8% . Sementara itu, koefisien determinan memiliki nilai sebesar 0,035 yang artinya persepsi harapan orang tua hanya memberikan pengaruh sebesar 3,5% terhadap fear of failure, sedangkan 96,5% dipengaruhi oleh faktor lainnya. Dampak dari penelitian ini sebagai salah satu sumber referensi yang dapat memberikan kontribusi kepada orang lain mengenai fear of failure dan persepsi harapan orang tua.
... The negative academic and personal wellbeing effects of low agency and efficacy have been documented Martin et al., 2019;Martin, Ginns, et al., 2021; A.J. Martin and H. Tam Learning and Individual Di erences 116 (2024) 102571 . Or, it could inspire something of a failure avoidance response (Covington, 2000) that drives a student to invest effort to disconfirm a negative self-concept arising from a failed early offer application (Martin & Marsh, 2003). This might lead to greater academic investment in the form of elevated motivation and engagement, but perhaps reduced personal wellbeing associated with the failed application. ...
Article
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There has been growth in the number of final year school students applying for an offer of a place at university prior to completing their last year of school. This study investigated the role of early entry offer status in 1512 final year (Year 12) Australian students’ academic performance—and also in a sub-sample’s (n = 525) self-reported academic motivation and engagement, academic stress responses, and personal wellbeing. We found no significant effects on final year performance, academic motivation and engagement, or personal wellbeing as a function of early entry offer status—thus, most final year school outcomes were accounted for by factors unrelated to a student’s early entry offer status. However, there was a small but significant positive effect for academic buoyancy among students who had applied for and received an early entry offer—thus, in part assisting their capacity to navigate academic challenge.
... Common fears among organizational leaders, such as fear of failure and loss of employee control, significantly impact decision-making, leadership styles, and the overall organizational culture. Fear of failure, which encompasses the apprehension of not meeting set goals or expectations, can lead to avoidance behaviors, diminishing innovation, and risk-taking within an organization (Cacciotti et al. 2016;Martin and Marsh 2003). This fear often originates from a deep-seated concern over personal and organizational reputation and the potential for financial and social implications of failure (Kollmann et al. 2017;Wisse et al. 2019). ...
Article
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Leadership behavior profoundly influences organizational culture, serving as a cornerstone for environments that foster safety, innovation, and employee satisfaction. This article utilizes research from the primary literature to demonstrate how leaders' actions and underlying fears influence organizational dynamics and employee outcomes, highlighting the importance of respect, transparency , and trust. Studies have shown that leadership styles shape the work environment, driving innovation and performance. However, concerns over productivity, evaluation, and control can lead to poor communication, low transparency, reduced innovation, and diminished performance, creating a culture of mistrust and anxiety. Authoritarian control or neglect of employees' needs exacerbates these issues, stifling creativity. The Pygmalion and Golem effects demonstrate how positive reinforcement enhances morale, productivity, and retention, while negative reinforcement is detrimental. Leaders operating under fears of failure or loss of control or political capital inadvertently create a culture of fear and increasingly severe feedback loops of reduced employee trust, satisfaction, and commitment. Addressing these fears fosters open communication, psychological safety, transparency, and mutual respect. Strategies for transforming leadership fears into positive change include promoting open communication, decentralizing decision-making, and implementing positive reinforcement mechanisms. Constructive feedback mechanisms encourage bidirectional communication and help mitigate the negative impacts of leadership fears. Leaders who address their fears can strengthen team trust, enhancing collaboration and engagement. Ultimately, managing leadership fears proactively catalyzes organizational learning and development, promoting a mindset where challenges are seen as opportunities for growth. This approach enhances adaptability and resilience while fostering continuous improvement. Addressing leadership fears and fostering a supportive culture is essential for sustainable productivity and success, serving as a starting point for exploring strategies that support employee performance and development, ultimately contributing to organizational success.
... Dengan resiliensi, individu akan dapat bersikap positif meskipun stressor yang tinggi sedang menghampirinya. Mahasiswa yang memiliki resiliensi rendah akan memunculkan konflik dalam dirinya, dan ketika situasi tersebut tidak dapat mereka atasi maka akan cenderung menghindar dari kegiatan pembelajaran dan mengalami penurunan prestasi (Martin & Marsh, 2003). ...
... Since the early studies, failure has been intensively addressed within the concepts of failure avoidance and fear of failure (Elliot & Covington, 2001). As a matter of fact, Martin and Marsh (2003) posed a similar question for fear of failure and stated that the answer to this question differs among individuals based on the need for success approach. In this context, while fear of failure is positive for some individuals and leads them to succeed in the face of difficulties, for others it can be negative, and cause learned helplessness and high anxiety (Martin, 2002). ...
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This scale development study aims to measure the failure beliefs of adults in Turkish culture by addressing the concept of failure based on Carol Dweck's implicit theories. In the study, the stages of the scale development process were followed with a mixed method approach. Firstly, qualitative data was gathered through literature review and focus groups and later the scale was tested by conducting exploratory and confirmatory factor analyses on quantitative data gained from totally 887 adults. As a result of the analyses, the Failure Beliefs Scale was developed consisting of a total of eight items and two factors, one of which measures the beliefs that failure is debilitating, and the other factor measures the beliefs that failure is enhancing. The measurement invariance of the scale across gender was examined and to ensure the reliability of the scale, internal consistency and stability coefficients were calculated. The scale was found to be a valid and reliable measurement tool for measuring adults' failure beliefs. The use of the scale in studies related to failure in different fields such as education and work will contribute to future studies in Türkiye.
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In 2 experiments, college student Ss were instructed to choose between a drug that allegedly interfered with performance and a drug that allegedly enhanced performance. This choice was the main dependent measure of the experiment. The drug choice intervened between work on soluble or insoluble problems and a promised retest on similar problems. In Exp I with 68 males and 43 females, all Ss received success feedback after their initial problem-solving attempts, thus creating one condition in which the success appeared to be accidental (noncontingent on performance) and one in which the success appeared to be contingent on appropriate knowledge. Males in the noncontingent-success condition were alone in preferring the performance-inhibiting drug, presumably because they wished to externalize probable failure on the retest. The predicted effect, however, did not hold for female Ss. Exp II, with 87 Ss, replicated the unique preference shown by males after noncontingent success and showed the critical importance of success feedback. (18 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
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In this chapter a theory of motivation and emotion developed from an attributional perspective is presented. Before undertaking this central task, it might be beneficial to review the progression of the book. In Chapter 1 it was suggested that causal attributions have been prevalent throughout history and in disparate cultures. Studies reviewed in Chapter 2 revealed a large number of causal ascriptions within motivational domains, and different ascriptions in disparate domains. Yet some attributions, particularly ability and effort in the achievement area, dominate causal thinking. To compare and contrast causes such as ability and effort, their common denominators or shared properties were identified. Three causal dimensions, examined in Chapter 3, are locus, stability, and controllability, with intentionality and globality as other possible causal properties. As documented in Chapter 4, the perceived stability of a cause influences the subjective probability of success following a previous success or failure; causes perceived as enduring increase the certainty that the prior outcome will be repeated in the future. And all the causal dimensions, as well as the outcome of an activity and specific causes, influence the emotions experienced after attainment or nonattainment of a goal. The affects linked to causal dimensions include pride (with locus), hopelessness and resignation (with stability), and anger, gratitude, guilt, pity, and shame (with controllability).
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This paper assesses the psychometric properties of the Student Motivation Scale, an instrument measuring school students' motivation. Motivation is assessed through nine measures, separated into what are referred to as boosters and guzzlers. Boosters are constructs that reflect adaptive motivation and guzzlers are constructs that reflect less adaptive motivation. Boosters are subsumed by thoughts (self-belief, learning focus, value of schooling) and behaviours (persistence and planning and monitoring). Guzzlers are subsumed by thoughts or feelings (low control and anxiety) and behaviours (avoidance and self-sabotage). Data show that the Student Motivation Scale has a clear factor structure reflecting the hypothesised five boosters and four guzzlers, is reliable, and correlated with achievement. Gender and year level differences also emerge: girls are significantly more learning focused and engage in more planning and monitoring than boys; girls are significantly more anxious than boys; Year 9 students are significantly lower than Year 10 and Year 11 students in learning focus, significantly higher than Year 11 students in avoidance, and significantly higher than Year 10 and Year 11 students in self-sabotage. Strategies for intervention are discussed in the context of these findings and the issue of academic resilience is introduced as an additional aspect of motivation that the Student Motivation Scale is able to assess.
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A new conceptualization of perceived control was used to test a process model describing the contribution of these perceptions to school achievement for students in elementary school (N = 220). Three sets of beliefs were distinguished: (a) expectations about whether one can influence success and failure in school (control beliefs); (b) expectations about the strategies that are effective in producing academic outcomes; and (c) expectations about one's own capacities to execute these strategies. Correlational and path analyses were consistent with a process model which predicted that children's perceived control (self-report) influences academic performance (grades and achievement test scores) by promoting or undermining active engagement in learning activities (as reported by teachers) and that teachers positively influence children's perceived control by provision of contingency and involvement (as reported by students). These results have implications for theories of perceived control and also suggest one pathway by which teachers can enhance children's motivation in school.
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