ABSTRACT Learning motivation plays a crucial role in fostering student engagement and long-term participation in physical education. To promote motivation effectively, it is essential to establish a reliable and valid measurement tool. This study aimed to assess the psychometric properties of the Learning Motivation in Physical Education Questionnaire (LMPEQ), originally developed using Classical Test Theory. The questionnaire was administered to 300 middle school students following their participation in 15 gymnastics sessions and was analyzed using the Many-Facet Rasch Model. The results indicated that all items demonstrated acceptable model fit, confirming their appropriate functioning within a five-point Likert scale. However, several items from the competence, fear of failure, and learning attitude subscales were clustered at similar difficulty levels, limiting their ability to capture the full spectrum of students’ perceived learning motivation. Further refinement is therefore required to improve the scale’s sensitivity to both high and low levels of motivation.

The Influence of Grit and Fear of Failure on Self-Efficacy in Students with Different Levels of Mathematical Achievement: A Study Based on PISA 2022 Data

This paper examines the experiences, resistances, and learning processes of micro-entrepreneur women facing forced digitalization, understood as the compelled adoption of digital tools to sustain economic activity under precarious and unequal gendered conditions. Using a qualitative and participatory methodology grounded in feminist care epistemologies and action research, nine co-design sessions were conducted with twenty-two women micro-entrepreneurs from the Valparaíso region (Chile), focusing on diagnosis, digital literacy, collaborative design, and ongoing accompaniment. The study identified structural barriers (infrastructure and time), relational and emotional barriers (fear of failure, digital isolation, caregiving overload), and emergent strategies of collaboration, serendipity, and collective learning. These processes led to the development of the Gender-Responsive Digital Accompaniment Model (MADEG), which proposes a feminist digital pedagogy grounded in affect, reflexivity, and community. Findings reveal that effective digital literacy requires the integration of emotional, relational, and technological-justice dimensions. From a situated perspective, digital inclusion with equity depends not only on access but on care, time, and mediation. The study offers insights for inclusive and sustainable public policies co-created with women and informed by their lived experiences and affective knowledge.

Abstract Why are most entrepreneurial activities not innovative? We conceptually illustrate the motivational obstacles of entrepreneurs with fear of failure to recognize innovative opportunities. We test our theoretical arguments using data from the GEM survey of 65,782 early-stage entrepreneurs in 31 countries from 2013 to 2018. Our analysis shows that fear of failure is negatively related to the innovativeness of opportunities. Entrepreneurial self-efficacy positively moderates the inverse relationship between fear of failure and the innovativeness of opportunities. Furthermore, government support plays an inverted U-shaped moderating role in the relationship between fear of failure and the innovativeness of opportunities, which underscores the dual nature of government support and sheds light on how it impacts innovation. Empirically, the study provides robust evidence that fear of failure negatively impacts entrepreneurs’ innovative opportunities. It also contributes to further scope of research on individual factors and the recognition of different attributes of opportunities. The results provide important insights for the recognition of innovative opportunities, offering practical implications for entrepreneurs and policymakers.

In the digital era, many aspiring entrepreneurs face various challenges when starting a business, such as limited capital, lack of basic knowledge, and fear of failure. This community service activity aims to develop and provide a practical roadmap for beginner entrepreneurs, guiding them from zero to product launch in order to support systematic planning and business execution. Throughout the implementation of this program, participants showed high enthusiasm in following the presentations delivered by the speakers. The results of this activity indicate that the participants gained a better understanding of the practical steps to start a business, including the application of the Business Model Canvas to develop an initial business model. The provided roadmap is expected to enhance readiness, reduce risks, and support the success of new ventures from the early stages until the product or business is ready for launch.

A study conducted on 78 second and third-year high school students in Thassos found that school-related anxiety is a widespread issue. Girls, in particular, showed significantly higher levels of anxiety and more physical symptoms compared to boys. The main causes of this anxiety are identified as the fear of failure, exams, and high parental expectations. Although students spend 1-2 hours studying daily, this anxiety negatively impacts their academic performance. A significant finding of the study is the lack of adequate school support for managing stress, with students relying mainly on friends and hobbies. Their suggestions for reducing anxiety include reducing the curriculum load, enhancing psychological support, and creating a less stressful educational system. The findings highlight the urgent need for targeted interventions from the educational community.

This study explored the educational potential of generative artificial intelligence(AI) for enhancing pre-service early childhood teachers’ teacher–child interaction competencies through simulated interactions with virtual children. The participants were 30 sophomore students majoring in early childhood education at a university in Korea, and the study was conducted over seven weeks during the first semester of 2025 as part of an early childhood science education course. Using ChatGPT, participants designed virtual children by specifying age, personality, and play contexts, and engaged in interaction practices resembling real teacher–child exchanges. Data were collected from weekly evaluation records, interaction reports, and researcher journals, and were analyzed through iterative reading and categorization. The findings indicated that participants experienced a high level of immersion through unexpectedly natural interactions, engaged in reflective self-assessment of their interaction skills, and developed a willingness to expand the educational use of generative AI. Additionally, participants benefited from opportunities for repeated practice without fear of failure, while also recognizing limitations related to emotional authenticity and interaction continuity. These results suggest that generative AI can serve as an effective educational tool to support the professional development of pre-service early childhood teachers.

Technological and scientific advancement in today's world has generated a growing demand for professionals in the fields of Science, Technology, Engineering, Art, and Mathematics [STEAM]. However, many young people, especially women, face obstacles in exploring their potential in these disciplines, whether due to a lack of information, fear of failure, or gender stereotypes. Considering the need to provide adequate information for decision-making when choosing a career, this research shares a pedagogical proposal designed by Salvadoran institutions, promoted by the Ministry of Education, and sponsored by the Organization of Ibero-American States [OEI], whose purpose has been, from its inception, to inspire and motivate 8,000 high school female students to consider careers in STEAM as a life opportunity. Through a combination of practical information, inspiring testimonials, and thematic workshops, both in-person and online, a support project was designed and implemented, proposing strategies to understand that disciplines linked to science and technology not only offer stability and professional growth, but also allow for the solution of real problems and generate a positive impact on society. Throughout the program, participants can explore the multiple possibilities offered by STEAM careers, learn about success stories of professionals who have overcome obstacles, and discover tools and resources available to begin their journey in these areas. More importantly, they develop skills to overcome their fear of dreaming big and envision a future filled with opportunities in science, technology, and innovation.

Identifying the challenges faced by postgraduate students studying abroad is of critical importance for both academic success and student well-being. In this study, the difficulties experienced by students enrolled in the Ministry of National Education (MoNE) overseas postgraduate scholarship program were examined using a ranking judgment-based scaling method. Employing both qualitative and quantitative analysis techniques, qualitative data obtained from semi-structured interviews conducted with 200 scholarship recipients in the first phase were systematically analyzed and classified into 12 themes. Subsequently, students ranked these problems according to their perceived importance and developed solution proposals. The data were analyzed using the ranking judgment-based scaling method to calculate priority scores for the problems, while the solution proposals were evaluated through content analysis based on students’ views. The findings indicate that the most critical problems include insufficient scholarship amounts relative to the cost of living in the host country, housing difficulties, psychological stress arising from fear of failure and compensation obligations, challenges to family unity, and inadequacies in healthcare services. In particular, the insufficiency of scholarship amounts to cover living costs and psychological stress stand out as issues requiring the most urgent intervention for students. The findings were also associated with international scholarship programs, demonstrating that similar challenges are encountered in both the Global South and high-income countries. Policy recommendations include revising scholarship amounts, increasing transparency in administrative processes, strengthening academic advising mechanisms, providing psychosocial support services, and developing culturally adaptive orientation programs. The study offers a student-centered and evidence-based foundation for redesigning MoNE scholarship policies.

Objective: The research aimed to identify the determining factors that influence Generation Y entrepreneurial competitiveness. The study was motivated by this Generation’s significant impact on the global economy, as they comprise a quarter of the global population, and the fact that they grew up in a period of technological advancement. Research Design & Methods: We used a quantitative survey research design to empirically collect primary data from Gen Y entrepreneurs, using a sample size of 384 respondents. The model had six independent variables, i.e., personal traits, entrepreneurial self-efficacy, networking skills, digital capabilities, fear of failure, and growth mindset. The mediating variable was entrepreneurial orientation, while the dependent variable was entrepreneurial competitiveness. We evaluated the model using confirmatory factor analysis (CFA), and we tested the hypotheses using structural equation modelling (SEM). Findings: We found that entrepreneurial self-efficacy, digital capabilities, networking skills, and growth mindset significantly enhance Gen Y competitiveness, while personal traits showed no significant effect. Fear of failure had an unexpected positive impact. Entrepreneurial orientation did not mediate these relationships. Innovation and adaptability were key drivers, but digital transformation emerged as the strongest predictor of Gen Y entrepreneurial success in competitive markets. Implications & Recommendations: The study recommended Gen Y entrepreneurs and policymakers entrepreneurial training and education to enhance their entrepreneurial capabilities; networking strategies and skills, which are vital in nurturing a diverse workforce; and digital transformation for small businesses as a strategy to achieve entrepreneurial competitiveness. Contribution & Value Added: Our research advances entrepreneurial research by identifying key drivers of Gen Y competitiveness: digital capabilities, self-efficacy, and networking, while challenging conventional assumptions about personal traits and fear of failure. It bridges gaps in generational entrepreneurship literature by empirically validating technology’s pivotal role. The findings offer a refined framework for policymakers and educators to cultivate adaptive, digitally fluent entrepreneurs, enhancing competitiveness in evolving markets. This work enriches theoretical discourse and provides actionable strategies for fostering Gen Y entrepreneurial success by integrating psychological and technological perspectives.

This study delves into the impact of assessment methods implemented within exam-oriented educational systems on students' motivation, levels of psychological anxiety, and the development of academic identity. The findings reveal a concerning picture: persistent performance pressure, a highly competitive atmosphere, and outcome-based assessment models significantly undermine students’ intrinsic motivation. Rather than pursuing knowledge for its own sake, students tend to focus solely on achieving high scores, reducing learning to an obligation rather than a source of personal growth or enjoyment. Such an environment considerably increases students' test anxiety and general psychological distress. Fear of failure and constant evaluation lead to elevated stress levels, sleep disorders, concentration difficulties, and even depressive moods. As a result, academic identity is constrained within a narrow framework where students begin to define their self-worth solely through test outcomes. This restricts creativity and critical thinking abilities. These negative effects severely damage students’ self-assessment, attitudes toward learning, and overall psychological well-being. The study proposes practical recommendations to address these issues, including the implementation of formative assessment, student-centered motivation strategies, and the development of more balanced educational policies. These measures are expected to foster a healthier and development-focused educational system.

Abstract Background & problem statement Human metacognition, defined as the awareness and regulation of one’s cognitive processes, plays a critical role in effective learning and decision-making. With the advancement of Artificial Intelligence (AI), educational technologies now offer personalized support to human being to accomplish certain tasks. It may indirectly, enhance or hinder human metacognitive skills. However, despite growing research interest, a comprehensive understanding of global research trends in understanding how AI intermediates with human metacognition remains lacking. Purpose This study aims to systematically map the scientific landscape of how AI intermediates with human metacognition through a bibliometric analysis, identifying key contributors, influential publications, and emerging research themes. Methodology A total of 144 articles published between 1985 and 2024 were retrieved from the Scopus database. Using bibliometric tools such as VOSviewer and Bibliometrix (R-package), the study employed performance analysis, co-authorship analysis, and co-word analysis to examine publication trends, leading countries, collaboration networks, prolific journals, and thematic clusters within the field. Findings & contributions The analysis reveals a gradual increase in publications with AI and human metacognition as common point of study from 1985, with a sharp rise post-2009 and a peak in 2023. The United States leads in research output and the most cited work is by Graesser (2005), focusing on metacognitive scaffolding through intelligent tutoring systems such as iSTART and AutoTutor. The study also highlighted the limited number of empirical studies discussing the negative effects of AI on human metacognitive abilities although few studies discussed about overreliance on AI, fear of failure and other aspects. Theoretically, this research repositions AI not only as a facilitator of technology but as a cognitive collaborator that directly influences metacognitive activities such as planning, monitoring, and reflective judgment. This theoretical framework helps to develop metacognitive theory in the digital era by situating AI as a collaborator in, not a substitute for, human cognitive control.

IntroductionElevated competitive state anxiety, performance-interfering thoughts, and low self-confidence can impair coping ability to stress, and deteriorate athletic performance. Exaggerated competitive state anxiety is the manifestation of an athlete's negative appraisal of their own performance and fear of failure. Very little is known about the susceptibility to these psychological factors in adolescent athletes at grassroots football. The present study aimed to examine differences in competitive state anxiety, self-confidence, and cognitive interference scores between mid- and late adolescent Indian players and those with different playing positions. The inter-relationship between the age, playing experience [PE], cognitive state anxiety [CA], somatic state anxiety [SA], cognitive interference [CI], and self-confidence [SC] was also examined.MethodsOut of the ninety-one young (age range: 14–20 years), male footballers recruited from an elite football academy through convenience sampling, eighty-three (age: 17.08 ± 1.56 years; positions: goalkeepers = 12, defenders = 17, midfielders = 44, strikers = 10) completed the study. The original Revised Competitive State Anxiety Inventory (CSAI-2R) questionnaire and the Thought Occurrence Questionnaire for Sport (TOQS) were self-administered during intramural competition in mid-adolescent (MA, n = 50) and late-adolescent (LA, n = 33) players. Non-parametric correlation, Mann–Whitney U, and Kruskal–Wallis statistical tests were conducted.ResultsAge was positively associated with PE (τ = +0.3, p < 0.001) and SC (τ = +0.16, p < 0.05); and negatively associated with CA (τ = −0.2, p < 0.05), SA (τ = −0.2, p < 0.05), thoughts of escape [ToE (τ = −0.19, p < 0.05)], situation-irrelevant thoughts [SIT (τ = −0.19, p < 0.05)], and performance worries [PW (τ = −0.15, p < 0.05)], CI (τ = −0.2, p < 0.001). The SA and CA were significantly higher in the MA than in LA (p < 0.01), as well as CI (p < 0.001). There was a significant effect of playing position only on CA scores (p < 0.05). post-hoc analysis found a significantly higher level of CA in strikers than the goalkeepers (p < 0.05) and midfielders (p < 0.05). PE did not show any significant association with these CSAI-2R and TOQS parameters.DiscussionMid- adolescent players exhibited significantly lower SC and elevated SA, CA, and CI. The lower susceptibility to SA, CA, and CI was associated with increasing age and not with the PE. Adolescence in athletes is a critical phase for physiological, cognitive, and psychological maturation. Our findings emphasized the need for personalized psychological support in building mental resilience from a young age to cope with competitive pressure.

This study examines how individual characteristics of entrepreneurs influence entrepreneurial failure in 224 Tunisian businesses. It analyzes the impact of the entrepreneur's profile (experience, education, management and entrepreneurial skills, risk tolerance), motivations and attitudes (intrinsic vs. extrinsic, optimism/realism, fear of failure, resilience), and aptitudes (financial management, marketing/sales, human resources, governance, learning capacity, and pivoting) on the perception of opportunities and the propensity to undertake and persevere. The analysis distinguishes between internal factors (profile, mindset) and external factors (economic environment, access to financing, network, and institutional support) and aims to identify the most frequent modes of failure, as well as the mechanisms by which attitudes and skills influence the detection and exploitation of opportunities..

BackgroundAcademic tripping, the phenomenon of students underperforming relative to their capabilities, presents a significant challenge in nursing education. Psychological factors such as self-control, fear of failure (atychiphobia), and learned helplessness are theorized to play a critical, yet underexplored, role in this process.AimThis study aimed to investigate the interrelationships between self-control, fear of failure, and learned helplessness among first-year nursing students who have experienced academic tripping.MethodsA cross-sectional, exploratory design was employed with 370 first-year nursing students from two Egyptian universities, selected via convenience sampling. Participants completed validated Arabic versions of the Performance Failure Appraisal Inventory (PFAI), Learned Helplessness Scale (LHS), and Brief Self-Control Scale (BSCS). Pearson's correlation coefficient (r), ANOVA, and t-tests were used to analyze bivariate relationships and group differences. A path analysis was conducted to model the direct and indirect effects between the core variables.ResultsParticipants reported moderate levels of learned helplessness (M = 44.12, SD = 5.32), self-control (M = 34.84, SD = 7.13), and fear of failure (M = 69.64, SD = 20.10). A significant negative correlation was found between self-control and learned helplessness (r = −0.235, p < .001). Path analysis revealed that self-control exerts a significant direct effect on reducing learned helplessness (β = −0.097, p = .005) and a stronger indirect effect by mitigating negative failure appraisal (β = −0.533, p < .001), which in turn predicts helplessness (β = 0.085, p < .001). Study hours and the presence of an academic tripping plan were also significantly associated with better psychological outcomes.ConclusionThe findings demonstrate that self-control is a pivotal protective factor against learned helplessness, operating both directly and indirectly through its reduction of catastrophic failure appraisal. This suggests that interventions designed to enhance self-regulatory capacities and reframe cognitive appraisals of failure may be effective in breaking the cycle of academic tripping and fostering resilience among novice nursing students.

ABSTRACT This study examines the relationship between procrastination and academic performance among fourth-year college students, focusing on the nature, prevalence, and timing of procrastination in the context of take-home exams. Using both regression analyses and survey data, we provide a comprehensive understanding of procrastination behaviours. Regression analyses revealed a non-linear, semi-logarithmic relationship between submission time and exam performance, controlling for factors such as attendance, gender, and prior academic performance. While moderate submission delays correlated with higher scores, excessive delays were associated with lower performance. The survey captures students’ self-reported experiences, examining procrastination frequency, management strategies, psychological triggers, and the perceived impact on stress and goal attainment. Results indicate that procrastination is commonly perceived as driven by feelings of being overwhelmed, lack of motivation, fear of failure, and perfectionism. The optimal submission window was identified through a combination of regression analysis and survey data on student behaviours and outcomes. While students vary in their perceived ability to manage procrastination, it is consistently associated with higher stress levels and negative impacts on personal and professional goals. By combining objective data on submission times with subjective insights from student surveys, this study captures a comprehensive view of procrastination behaviours, offering a more nuanced understanding of how these two perspectives interact to influence academic performance.

The article presents a comprehensive investigation of self-management as a pivotal tool for addressing procrastination in the professional lives of managers, a topic of significant relevance in today's fast-paced, information-saturated business environment. Procrastination is conceptualized as a form of self-regulatory failure, characterized by the intentional postponement of tasks despite awareness of potential negative outcomes. The authors identify key psychological factors contributing to procrastination, including boredom, low self-esteem, fear of failure, perfectionism, social anxiety, and susceptibility to distractions. These factors, whether acting individually or in combination, can significantly impair productivity, elevate stress levels, and adversely affect managers' physical and mental well-being, potentially leading to chronic health issues and diminished professional performance. The study underscores the detrimental impact of procrastination not only on individual task execution but also on team project outcomes and organizational reputation.The research provides a detailed retrospective analysis of the evolution of the procrastination concept, tracing its origins from the philosophical notion of akrasia – as discussed by ancient Greek philosophers like Socrates and Aristotle – to modern psychological frameworks, notably P. Steel’s temporal motivation theory. This historical overview synthesizes critical milestones in understanding procrastination, from its early mentions in 16th-century dictionaries to the development of diagnostic tools and classifications in the late 20th century. A comparative analysis of related concepts – hesitation, relaxation, laziness, and procrastination – clarifies their distinct characteristics, highlighting procrastination’s unique nature as a self-sabotaging behavior that differentiates it from mere lack of effort or intentional rest.To address procrastination, the article proposes practical self-management techniques, such as breaking complex tasks into manageable stages, setting realistic and achievable goals, leveraging productive motivation rooted in personal fulfillment, and fostering active engagement in work processes. These methods aim to counteract counterproductive planning approaches that exacerbate anxiety and perpetuate procrastination. A significant emphasis is placed on the role of self-awareness in identifying the root causes of procrastination, enabling managers to develop tailored strategies for overcoming it. The study also explores the broader implications of procrastination, including its links to increased stress, mental health challenges, and organizational inefficiencies.

Exploring the associations between multicultural experience and creative teaching: the potential roles of cultural intelligence and fear of failure

A business ideation is simply an idea for a business. The idea can be something simple such as a new product or service perceived to be demanded by the target customers. Among other things, the lack of viability or good business ideas is contributed by the fact that the university graduates’ fear of failure and low risk-taking propensity. Such a situation makes their start-ups vulnerable to uncertainties and failure with very little competence to overcome foreseeable challenges. Therefore, this research aims to improve students’ entrepreneurial characteristic of viable business idea generation of the Incubator 2 Course (BMPE3093). Two (2) different methodologies in improving students’ ability to generate good business ideas for their future career endeavours are aimed to be put to the test, namely i) website (or internet) browsing and, ii) brainstorming activities. The study also proposes a hybrid method which combines technological and traditional ways of stimulating business ideas among entrepreneurship students. In doing so, it will employ a mixed-method approach through Classroom Action Research. The data collection will be conducted throughout three (3) main phases of action research namely, problem identification, innovative intervention of website and brainstorming approach and, evaluation. This study anticipates findings which could induce a specific confirmatory model for the practicality of the Website-Brainstorming Hybrid (WBH) approach in accelerating and helping entrepreneurship students of the Incubator 2 course to generate good business ideas. The research findings may also prove viable to other relevant courses as well.

This paper analyzes and interprets the emotionality of the main character, Philipp Perlmann, in relation to other male protagonists in the novel Perlmann’s Silence (German original 1995, Slovak translation 2023), situating it within the broader context of the crisis in the academic world and the humanities, as well as the crisis of masculinity. Through the personal narrator Philipp Perlmann, Pascal Mercier reproduces several masculine stereotypes. The protagonist embodies the image of an academic undergoing both a personal crisis (the death of his wife) and a professional one (connected to the decline of the humanities). The latter, in particular, evokes a sense of shame and fear of failure, rooted in his conviction that he does not meet others’ expectations of his professional role. This pressure is further reinforced by social norms of masculinity, which define weakness, vulnerability, or insecurity as threats to male identity. Consequently, silence emerges as a significant cognitive and symbolic motif. Mercier demonstrates a profound understanding of the crisis in the humanities, exacerbated by neoliberal pressures. However, he does not propose a systemic solution; instead, he introduces the process of translation as a means of rediscovering the protagonist’s academic identity.