Abstract
This study identified the relational paths between children’s ego function and fear of negative evaluation affecting academic failure tolerance across three grades. The ego function consisted of four factors: competence, initiative, resilience, and sociality. In total, data of 872 elementary school students (Grade 1–3) in South Korea were collected through parent-reported questionnaires. Results reflected various paths between these variables. Firstly, in all three grades, greater initiative and resilience and less fear of negative evaluation resulted in higher tolerance for academic failure. In particular, fear of negative evaluation was found to fully mediate the effect of academic failure tolerance on resilience. Secondly, notable differences in paths were found among grade levels. For first grade students, competence lowered the fear of negative evaluation and academic failure tolerance. For second grade students, initiative had an indirect effect on academic failure tolerance through fear of negative evaluation. For third grade students, sociality lowered the fear of negative assessment and increased academic failure tolerance. Fear of negative evaluation partially mediated the relationship between first graders’ competence, second graders’ initiative, and third graders’ sociality and academic failure tolerance. Conclusively, children’s ego function is an important factor affecting academic failure tolerance, and the fear of negative evaluation mediates the relationship between the two variables. The four factors of ego have been found to have a different impact on each grade level. In consideration of effectiveness and sustainability, viable methods of psychological intervention to improve children’s academic motivation, specifically created to meet the needs of children at each grade level, are necessary. This study is meaningful in that it provides applicable results for sustainability-based psychological interventions to improve children’s academic failure tolerance.
Highlights
In an information-rich society saturated with trending networks and big data, the current education system is focused on the development of active learning attitudes and competencies that go beyond the simple transfer of knowledge and skills
The model fit index meets the criteria for all three grades, and the model fit of the data was confirmed (Grade 1: root mean square error of approach (RMSEA) = 0.08 < 0.10, Comparative Fit Index (CFI) = 0.90 > 0.90, Tucker-Lewis Index (TLI) = 0.90 > 0.90; Grade 2: RMSEA = 0.07 < 0.10, CFI = 0.90 > 0.90, TLI = 0.90 > 0.90; Grade 3: RMSEA = 0.06 < 0.10, CFI = 0.91 > 0.90, TLI = 0.90 > 0.90)
Convergent validity was verified through factor loading (β) and significance of the measured variables, Average Variance Extracted (AVE), and Construct Reliability (C.R.)
Summary
In an information-rich society saturated with trending networks and big data, the current education system is focused on the development of active learning attitudes and competencies that go beyond the simple transfer of knowledge and skills. Various teaching strategies such as Project-Based Learning (PBL), which aims at improving problem-solving, have been expanded and applied in recent years for helping learners to become self-motivated in training oneself on “how to catch rather than to be given the fish to eat” [2] In light of this trend, the present study focuses on academic failure tolerance, a more fundamental approach for sustainability-based learning [3]. This study aims to identify individualized psychological interventions at the preventive and developmental levels to improve children’s academic motivation For this purpose, the effects of ego-function, fear of negative evaluation, and the relationship between these variables are closely examined
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