Fear Of Failure Research Articles

Academic buoyancy and fear of failure differences among university students: Null findings

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.

Measuring The Levels of Perfectionism Among Muslim Gifted and Talented Students

In Psychology, perfectionism is a broad personality trait characterized by a person’s concern with striving for flawlessness and try to be the best in every field the venture into. The main purpose of this study is to identify the levels of perfectionism among gifted and talented Muslim students at PERMATA Insan College (KPI). This study is important to avoid the negative effect of perfectionism among students because some studies conducted with gifted students have revealed that perfectionism breeds harsh self-criticism, self-doubt, and a fear of failure, all of which are associated with an increased propensity for suicidal thoughts and actions. The level of perfectionism are determined with the assistance of Frost Multidimensional Perfectionism Scale by Frost (1990). There are low, medium and high-level perfectionists. Previous studies have proven several factors that influence the levels of perfectionism such as surroundings and other people's expectations. The scale consists of 35 questions which contain six constructs. 83 students has taken part in this study. This quantitative study shows that majority of PERMATA Insan College’s students perfectionism level is at medium-level. Some suggestions were made to get a better understanding and help students with perfectionism and at the same time increase their level of thinking styles in the quest of producing future gifted and talented Islamic scholar.

Gender Gap in Entrepreneurial Potential in Finland and Reflecting Its Underlying Causes

The gender gap in entrepreneurship is a widely recognized phenomenon meaning that women are less likely to start a business than men. However, increased gender equality is believed to remove barriers to female entrepreneurship. We used secondary data collected for Global Entrepreneurship Monitor from 2003, 2009, 2015, and 2021 to get closer to this phenomenon in Finland, one of the most equal countries in the world. The aim of the study was to clarify the gender gap in entrepreneurship potential in Finland during recent decades, taking into account different age groups. We found that the gender gap exists in business start-up intentions and has not narrowed in the twenty-first century in any age group. A clear gender gap was also found in fear of failure in starting a business and perceived skills in entrepreneurship. Finally, the underlying causes of the gender gap in the Finnish context are discussed.

The environment is somewhat alike for different adaptive motivations: Machine learning reveals optimal motivational contexts involve collective support of parents, teachers, and peers

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.

Why Capable People Are Reluctant to Lead

This article explores reasons why capable individuals hesitate to step into formal leadership roles, despite having the skills and abilities to lead effectively. Through a review and synthesis of relevant psychological and organizational behavior literature, common factors contributing to reluctance are identified. Key psychological reasons include concerns about work-life balance under increased demands, as well as fears of failure or criticism in leadership positions. Social barriers include a lack of encouragement from senior leaders, ambiguity about leadership expectations, and politicized organizational cultures. To overcome reluctance, the article recommends practical strategies for organizations, such as providing leaders with support structures, coaching, and role modeling. Communicating realistic expectations and definitions of leadership, as well as fostering collaborative cultures, are posited to help motivate capable individuals to accept leadership potential. An industry case study example from Aflac illustrates how addressing work-life concerns can successfully tap new leadership potential.

상태학업착수지연척도 개발 및 타당화

Objectives This study aimed to develop and validate a scale for intervening in academic procrastination. First, to easily capture improvement pre- and post-intervention, the scale was developed at the state level rather than the chronic level. Second, focusing on the specific phenomenon of academic procrastination as “delaying the initiation of studying” - a core characteristic in the definition of academic procrastination- an operational definition was es-tablished in developing this scale. Methods To this end, we developed a SAIPS and conducted reliability analysis and EFA with 417 college students randomly extracted from the first-round data) and extracted the main factor from it. Subsequently, we performed CFA on three validation samples and evaluated the model fit. In addition, we verified the convergent and discrim-inant validity. Results From this sample, the final 1-factor 10-item scale was derived, and a high reliability of .90 or higher was confirmed. In the first validation sample (417 college students not included in the estimation sample from the first-round data), CFA showed adequate fit, with CFI .954, TLI .941, RMSEA .077, and SRMR .040. In the second validation sample, comprising 249 college students from the second-round data, CFA showed relatively low fit (CFI=.862, TLI=.822, RMSEA=.158, SRMR=.067). However, the third validation sample (627 middle and high school students from the first-round data) showed considerably good model fit (CFI=.983, TLI=.978, RMSEA= .062, SRMR=.021). Correlation analysis revealed discriminant validity, demonstrating significant negative correla-tions with “regular and consistent practices”, “self-confidence”, “self-regulation efficacy”, “academic efficacy”, and “academic enthusiasm efficacy”. Additionally, significant positive correlations were found with “chronic pro-crastination”, “chronic academic procrastination”, “academic procrastination state inventory: academic pro-crastination”, and “academic procrastination state inventory: fear of failure”, ensuring convergent validity. Conclusions The findings suggested the clinical implications of the scale developed in this study for future educa-tional and counseling interventions. Finally, the significance and limitations of this study were discussed.

The interplay of academic procrastination, self-generated stress, and self-reported bruxism among medical and dental students: a cross-sectional study

BackgroundAcademic procrastination (AP), a common behavior among students, is influenced by factors such as fear of failure, task aversiveness, anxiety, and stress. Self-generated stress (SGS) refers to the subjective experience of tension that occurs in response to an existing situation. Individuals often overestimate the difficulty and attainability of a task, resulting in increased stress and extended stress duration. SGS can worsen mental and physical health problems, including bruxism. Therefore, this study investigates the possible underlying connections by examining the relationship between AP, SGS, and self-reported (SR) bruxism in medical and dental students.MethodsThe present cross-sectional study was undertaken among a sample of 379 students pursuing medical and dentistry degrees in Turkey. The questionnaire, including the Academic Procrastination Scale-Short Form, SR bruxism Scale, and SGS Scale, was administered to the students. According to the responses given to the SR bruxism Scale, 3 types of SR bruxism groups were created as sleep, awake, and compound. A comparative analysis was conducted on AP, SGS, and SR bruxism among medical and dental students. Furthermore, the associations among AP, SGS, and SR bruxism were assessed using the utilization of correlation tables and regression analysis.ResultsThe prevalence of awake bruxism was higher among dental students (46.6%) compared to medical students (34.7%), suggesting a faculty-dependent trend. A significant positive correlation was observed between SGS and AP (r = 0.212, p < 0.001). Median AP values differed significantly based on awake bruxism (p = 0.007) and compound bruxism (p = 0.013), but not sleep bruxism (p = 0.352). SGS exhibited statistically significant differences across all SR bruxism types: sleep (p < 0.001), awake (p < 0.001), and compound (p < 0.001). Multiple regression analysis identified SGS as a significant risk factor for SR bruxism, with a one-unit increase in stress score elevating the SR bruxism risk by 1.086 times.ConclusionsThis study revealed that self-generated stress significantly increases the risk for the development of SR bruxism. A significant relationship was found between academic procrastination and self-generated stress, and this relationship was particularly associated with an increased risk for the development of compound and awake bruxism. Stress-reducing therapy methods should be recommended for students to both increase academic success by reducing academic procrastination and prevent the negative effects of stress-related SR bruxism.

Which Attributes Explain Gender Differences in Impostor Syndrome Scores in Medicine and Health Sciences Students: A Secondary Multivariate Analysis

Impostor Syndrome (IS) is a psychological pattern where individuals doubt their accomplishments and fear being exposed as frauds, despite evidence of success. This study investigates gender differences in IS among 753 medical and health sciences students and graduates, using the Clance Impostor Phenomenon Scale. We aim to discern item-specific gender disparities in IS manifestations and develop a canonical variable that encapsulates these differences. Our findings reveal significant disparities: women display higher scores related to self-doubt and fear of failure, while specific IS aspects in men are associated with overcompensation. These insights suggest the need for gender-specific educational and clinical strategies to address IS in medicine and health sciences. By employing a multivariate analysis of variance, this study refines our understanding of how IS differently affects genders, aiding in the design of targeted interventions that can enhance well-being and professional efficacy among future healthcare professionals. Such strategies are crucial, emphasizing the importance of creating supportive environments to foster resilience in these high-stakes fields.

"I don't feel fully prepared": a qualitative study of recently graduated students' mental health experiences of the transition out of university.

This study aimed to better understand the mental health experiences of students as they prepared to transition out of university. Participants included 18 recently graduated students from a Canadian university. Virtual one-on-one semi-structured qualitative interviews were conducted and analyzed following the protocol for content analysis and using QSR NVivo. Four main themes were identified, including: distress and feelings of doubt, the importance of connections, the impact of the COVID-19 pandemic, and experiences with mental health service use. Participants discussed feeling pressured to succeed and a fear of failure, uncertainty and unpreparedness for next steps, the importance of connections to peers and professors, a lack of motivation and feeling 'unfinished' due to the COVID-19 pandemic response, and the need for flexible and accessible mental health services to address immediate and longer-term needs. Results have implications for better support of students as they prepare for graduation.

Just Because I'm Great (and You're Not): When, Why, and How Narcissistic Individuals Give Gifts to Others.

We examined the roles of Narcissistic Admiration and Narcissistic Rivalry in gift giving. We hypothesized that Admirative and Rivalrous individuals diverge in their likelihood of giving gifts. Across six studies (ΣN = 2198), we used correlational and experimental methodology and capitalized on both scenarios and actual gift giving. Narcissistic Admiration was positively, but Narcissistic Rivalry was negatively, associated with gift-giving likelihood (Studies 1-2). These findings were explained by diverging communal motivations for gift giving (Study 3). Consistent with the notion that Rivalrous individuals are less likely to give gifts for communal reasons because they feel threatened by social closeness, the negative association between Narcissistic Rivalry and gift-giving likelihood was attenuated when the gift recipient was more socially distant (vs. close; Study 4). Further, gifts that are recipient-centric (e.g., customized with a recipient's name) are less focused on attributes of the giver and less likely to foster social closeness. Therefore, consistent with Admirative individuals' use of gift giving to promote themselves as a superior communal relationship partner, the positive association between Narcissistic Admiration and gift-giving likelihood was attenuated for gifts that were recipient-centric (Study 5). Socially desirable responding, self-esteem, and fear of failure (Study SM1) did not account for the findings.

Fear of failure: a student-facing investigation into the motivations for contract cheating and academic misconduct

Fear of failure: a student-facing investigation into the motivations for contract cheating and academic misconduct

Reacting to criticism: What motivates top leaders to respond substantively to negative social performance feedback?

The responses of organizations in situations of negative feedback from stakeholders are attracting increasing scholarly and societal attention. The literature has so far largely focused on situational factors that direct such responses, while calling for a more acute examination of individual factors. Anchored in Stakeholder Theory and Trait Activation Theory, this study examines how and to what extent prosocial motivation (a normative-oriented trait) and fear of failure (an instrumental-oriented trait) determine organizational leaders’ substantive responses to negative social performance feedback. We test our predictions on two waves of original survey data, including a conjoint experiment, on a sample of leaders of young organizations. Our findings contribute to literature and practice related to organizational responses to social performance feedback.

Oral health of Dutch primary school children in relation to social and health aspects.

This research investigated the oral health status of Dutch primary school children aged 10-12 years in Utrecht and its association with demographic characteristics, lifestyle factors, general psychosocial health, and dental treatment, to guide targeted interventions to improve children's oral and overall well-being. A cross-sectional survey was conducted at 49 primary schools in Utrecht in 2017 and 42 schools in 2019. The questionnaire covered background characteristics (7 questions), psychosocial health (14 questions), nutrition and exercise (20 questions), school and leisure time (26 questions), home situation (23 questions), and oral health (4 questions). Associations were analyzed using multivariate logistic regression. Data from 5,426 children were analyzed. Prior to the survey, 11% did not visit a dentist, 23% had a toothache, 22% had a cavity filled, and 8% had a tooth extracted. Independent predictors for increased odds of oral health problems were migration background, poor general health, drinking more than two glasses of soft drinks per day, having ever drunk alcohol, having fear of failure, experiencing problems at home and/or coming from average or low socioeconomic position group. Factors associated with increased odds of dental treatment, such as cavity filled and tooth extracted, were migration background, fear of failure and home problems. These findings emphasize the need for targeted prevention to improve the oral health of children with a migration background, average or low socioeconomic position and/or with poorer general and psychosocial health, unhealthy diets and problems in the home situation, within a community-based and transdisciplinary approach.

The Effect of Primary School Children’s Sleeping Habits on School Motivation

Background and Objective The objective of this study was to determine effects of primary school age children’s sleep habits on school motivation.Methods Research data available between February 9, 2024, and April 6, 2024 were collected online. The study group consisted of primary school children. Written with the consent of their parents who voluntarily participated in collecting research data. Socio-demographic data were collected online from 250 primary school children living in Hakkari, Türkiye using, Sleep Hygiene Index (SHI) and Academic Intrinsic Motivation Scale (AIMS). These children were selected with a convenience sampling method, one of the improbable sampling methods. SPSS 26.0 data analysis program was used for statistical analysis of data obtained in the study. Independent sample t-test, anaysis of variance (ANOVA), and Pearson correlation were used to analyze the data.Results Of the study group of primary school children, 45.7% were boys and 54.3% were girls. There were significant differences in effects of gender factor on primary school children’s SHI and AIMS sub-dimension scores of achievement requirement, social acceptance, fear of failure, and expertise (p &lt; 0.05).Conclusions Age and class status of primary school children’s sleeping habits can affect school motivation. Gender is a variable that can affect sleep hygiene and school motivation.

Treatment motivation in adolescent girls with obesity

Background. The prevalence of obesity among children is increasing, which is a serious healthcare problem. In healthcare, the problem of motivation affects an important area that reflects its effectiveness – patient motivation for treatment. A decrease in treatment motivation reduces therapeutic effect, increases the complication rate of the underlying disease, reduces the quality of life of patients and increases treatment costs.The aim of the work. To identify the differences in treatment motivation in adolescent girls with obesity.Materials and methods. The pilot study was carried out at the clinic of the Scientific Centre for Family Health and Human Reproduction Problems. The study included 40 girls aged 14–16 years suffering from grade 1 obesity. To study treatment motivation, we used the following methods: J. Nuttin’s, D. McClelland’s, S.R. Panteleev’s, J.K. Collins’, method of the self-conception research, the “Type of Attitude Towards the Disease” method; attitude towards the disease.Results. The study showed that the adolescents who were admitted into hospital for the first time had higher treatment motivation during the study than the adolescents who were readmitted into hospital. The adolescents who were readmitted into hospital felt guilty remorse, anxious suspiciousness, and fear of failure. The dominant type of treatment motivation in both groups consisted of the following attitudes: achieving symptomatic improvement; receiving a “secondary gain” from the disease; other motivation (passive position).Conclusion. The obtained data from the study of treatment motivation in adolescent girls with obesity can be used to optimize the process of therapy of such patients in a hospital setting.

Motivational Climate, Satisfaction of Basic Psychological Needs and Fear of Failure in Young Athletes. Differences and Consistencies in Team Sports

Motivational Climate, Satisfaction of Basic Psychological Needs and Fear of Failure in Young Athletes. Differences and Consistencies in Team Sports

Navigating Palliative Care: A qualitative study of the needs and challenges of newly qualified nurses

Summary Background: Newly qualified nurses are expected to care for life-threateningly ill patients and their relatives. However, there is currently a significant research gap concerning the experiences and challenges faced by newly qualified Danish nurses when encountering basic palliative care in practice. Aim: To explore the experiences of newly qualified nurses providing basic palliative care. Methods: Individual in-depth interviews with nine nurses were conducted, and data analyzed through qualitative, descriptive analysis. Findings: The study underscores the pivotal shift from being a student to becoming a practicing nurse, revealing uncertainties and a need to engage in palliative care during clinical training. Additionally, the study unveils a pervasive sense of busyness in the practice of healthcare, preventing a balance between efficiency and calmness in palliative care. Administering medication, handling crisis-reactions, and communicating with fearful patients and relatives requires courage and experience. The emotional impact is profound, necessitating support and dialogue. The identified challenges are explored in the discussion, emphasizing how busyness impacts palliative care, and highlighting the significance of structured support mechanisms to enhance newly qualified nurses’ competences and confidence in their work in palliative nursing. Conclusion: Newly qualified nurses face challenges transitioning to professional practice. The fast-paced healthcare system impedes their ability to deliver sensitive, person-oriented care, causing uncertainty and fear of failure. Ongoing dialogue and support from experienced colleagues are crucial for helping newly qualified nurses prioritize tasks, make informed clinical decisions, and develop leadership skills in basic palliative care. Keywords: Palliation; Newly qualified nurses; Nursing education; Qualitative research; Healthcare system dynamics; Collegial support

Bridging the Gap: Experiential Learning's Role in Transitioning from Hybrid to Full-Time Entrepreneurship

The transition from hybrid entrepreneurship- where individuals maintain part-time employment while nurturing their business ventures-to full-time entrepreneurship presents unique challenges and opportunities. This conceptual paper examines the critical factors that influence the possibility of making the transition from hybrid to full-time entrepreneurship. To develop a more sophisticated knowledge of the dynamic entrepreneurial journey, it is imperative to assess the experience learning that occurs throughout the hybrid phase. To present a conceptual model and related claims, this conceptual paper used secondary data analysis of previously published academic literature, specifically utilizing a thematic analysis. Three elements are identified in the proposed conceptual model as being likely to affect the decision to transition: fear of failure, entrepreneurial competency development and self-efficacy. In this study, hybrid entrepreneurship is demonstrated to be a useful training ground and a route for full-time entrepreneurship. There are three main sources of value in the paper. First, applying an established theory to a novel setting in order to provide a transdisciplinary approach. Secondly, a conceptual model is established, providing statements that are easily connected to theories for further empirical analysis. Third, raising the profile of hybrid entrepreneurship in the literature to promote support and involvement from the public policy sphere.

Drivers of Intrapreneurial Innovation: A Study of Individual Innovative Behaviour in Organisations

Organisations can gain a competitive edge through Intrapreneurial Behaviour (IB) by swiftly innovating and adapting to market changes. Research indicates that intrapreneurship plays a crucial role in the banking sector in achieving a competitive advantage. Organisations can enhance their intrapreneurial capability by leveraging Individual Innovative Behaviour (IIB). However, innovation in the banking sector is often constrained by strict regulations, high safety requirements, and a fundamental need for trust and stability. Therefore, it is important to embrace and stimulate factors that encourage and enable innovation. To our knowledge, research on how intrapreneurship can be stimulated and measured in the Dutch banking sector is currently lacking. Thus, developing indicators and metrics for measuring intrapreneurship in Dutch banks is essential. This study investigates the factors affecting IIB using a quantitative survey. Building on the connection between IB and IIB, IIB is treated as a dimension of IB. The perceived work context, comprising an organisation's entrepreneurial orientation and innovative climate, can empower employees' IIB in the digital era. This context encourages them to generate new ideas and engage in collaborative innovation without fear of failure, thus fostering IIB. Our study explores factors driving IIB, empowering employees to act as intrapreneurs through organisations perceived Entrepreneurial Orientation (EO) and Innovative Climate (IC), with Digital Maturity (DM) as a moderating variable. Data were collected in 2021 from the three largest Dutch banks, which hold over 43% of the market share. A snowball sampling method was used to reach Dutch bank managers knowledgeable about the study's key constructs. This method involved initial contact with human resources departments and managers within these banks. The survey was administered to 167 managers, yielding 125 usable responses (75% response rate). Results indicate that employees in the banking industry with high DM are more likely to engage in IIB when firms support EO strategies and IC, and when employees adopt self-leadership skills.

Understanding and Mitigating Leadership Fear-Based Behaviors on Employee and Organizational Success

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.