Fear Of Failure Research Articles

Fear of failure and Entrepreneurial intentions in University Students

Fear of failure and Entrepreneurial intentions in University Students

Differences in fear of failure and college adjustment by type of medical school entrance extrinsic motivation using a latent profile analysis.

The decision to enroll in medical school is largely influenced by extrinsic motivation factors. It is necessary to explore the factors that affect pre-med students' motivation to enter medical school and their college adjustment, and to develop measures to help them adjust. A total of 407 pre-med students were surveyed regarding their motivation to enter medical school, fear of failure, and college adjustment. We analyzed the latent profiles of extrinsic motivation factors using latent profile analysis. One-way analysis of variance was conducted to examine the differences in fear of failure and adaptation to university life according to the latent groups. After analyzing the latent profiles of entrance motivation, three latent profiles were selected. They were divided into high, medium, and low extrinsic motivation groups. Three profiles scored the highest on job security, followed by good grades and social status. Sophomores were more likely to be high extrinsic motivators than freshmen were. Fear of failure was high in the group with high extrinsic motivation, and adaptation to college life was highest in the group with low extrinsic motivation. Job security was the most important extrinsic motivator for entering medical school, and extrinsic entrance motivation influenced fear of failure and college adjustment. Given the high level of extrinsic motivation among medical students, it is meaningful to analyze the extrinsic motivation profile of entering medical students and how it affects failure motivation and college adjustment.

고등학생의 사회부과 완벽주의가 학업지연행동에 미치는 영향

Objectives The purposes of this study were to observe the moderated mediation effect of social supports by fear of failure in the relationship between socially prescribed perfectionism and academic procrastination. Methods For this research, an online self-report survey was conducted on 385 students (177 males and 208 fe-males) attending four academic high schools located at southern Gyeonggi Province. Results The results of the analysis based on the collected data are as followed. First, it was found that socially pre-scribed perfectionism had a direct effect on academic procrastination. In other words, students with higher so-cially prescribed perfectionism had tendency to experience academic procrastination often. Second, it was found that fear of failure had a complete mediating effect in the relationship between socially prescribed perfectionism and academic procrastination. In other words, the effect of socially prescribed perfectionism on academic pro-crastination was meditated through fear of failure. Third, it was found that social supports had a moderating effect in the relationship between fear of failure and academic procrastination. Furthermore, social supports were found to strengthen the impact between fear of failure and academic procrastination. In other words, the greater the so-cial supports, the greater the impact between fear of failure and academic procrastination. However, when the fear of failure was low, the higher the social supports, the less academic procrastination. On the other hand, when the fear of failure was high, the academic procrastination appeared frequently regardless of the level of social supports. Depending on the degree of fear of failure, people perceived reputation from others negatively or pos-itively, which can be thought to affect academic procrastination. Fourth, social prescribed perfectionism affected academic procrastination through fear of failure controlled by the social supports. Furthermore, it was found that there was the moderated mediation of social supports by fear of failure when social supports were average or above average. On the other hand, when social supports were low, the moderated mediation of social supports by fear of failure was found to be invalid. Conclusions Based on these results, the academic and clinical implications of this study are as followed. Depending on the degree of fear of failure, social supports can be perceived to learners in different ways and have different effects on academic procrastination. Therefore, it is necessary to provide appropriate social supports in consideration of learners' tendencies instead of providing unconditional social supports.

Third Year Veterinary Student Academic Encumbrances and Tenacity: Navigating Clinical Skills Curricula and Assessment.

This study is a qualitative exploration of the student experience of stress at the University of Calgary Faculty of Veterinary Medicine (UCVM). Ten third-year students from the class of 2019 participated in a semi-structured interview designed to explore the student experience surrounding stress, resiliency, and their perception of mental health awareness initiatives. Transcripts were de-identified and analyzed using thematic analysis. Two central themes of academic encumbrances and academic tenacity were identified, and each theme was further delineated into three main sub-themes associated with the Objective Structured Clinical Examination assessment. Students described the clinical skills course OSCEs as a primary source of stress and fear. Academic encumbrances were delineated through the sub-themes of academic load, fear of failure, and low academic self-efficacy. Students navigated these encumbrances through their academic tenacity, rooted in their sense of belonging among peers, family, and friends, a growth mindset, and self-care practices. Study results exemplify the importance of attending to student needs beyond acquiring clinical knowledge and skills. As we continue to redefine veterinary curricula and assessment, our work highlights the need for curricular streamlining, attending to student well-being, and fostering an academically balanced lifestyle. Lastly, the findings will help inform student services about the mental health needs of the students specific to academic achievement.

Procrastination as a Marker of Anxiety Disorder Among College Students: An Institution-Based Cross-Sectional Study From Puducherry, India.

Background and objective Procrastination, which refers to the act of unnecessarily delaying the beginning or completion of an assigned task, is a widespread but often neglected problem among college students. Postponing a task can impair academic performance or lead to stress and poor mental well-being. A knowledge gap exists in understanding the cyclical nature of the relationship between anxiety and procrastination, wherein anxiety leads to procrastination, which in turn exacerbates anxiety. In light of this, we aimed to assess the level of procrastination and anxiety among college students and to correlate the relationship between their procrastination and anxiety status. Methodology A cross-sectional analytical study was conducted among 347 graduate students from various disciplines at a tertiary care hospital in Puducherry, India. A convenient sampling technique was employed to recruit the participants, and data were collected using the validated Procrastination Assessment Scale for Students (PASS) and the Hamilton AnxietyRating Scale (HAM-A). Results Our findings showed that about 124 (35.7%) participants reported weekly reading assignments as the most frequently procrastinated task, with a mean score of 3.15 ± 1.02, followed by studying for exams and writing term papers. The most commonly reported reason for procrastination was evaluation anxiety, followed by low self-esteem and perfectionism. A significant number of students (157, 45.2%) had mild anxiety, and 58 (16.7%) students were found to have severe anxiety. A Spearman correlation coefficient of 0.26 (95% CI: 0.16 - 0.36) was observed between the overall procrastination score and HAM-A score, which indicated a weak positive correlation and was statistically significant (p<0.05). Similarly, a weak positive correlation was found between task aversiveness, fear of failure, and anxiety levels. Conclusions Procrastination is positively related to anxiety but the relationship is weak. Understanding and addressing the underlying anxiety or stress can be a key to managing procrastination among college students.

Question banks: credit? Or debit? A qualitative exploration of their use among medical students

BackgroundOnline question banks are the most widely used education resource amongst medical students. Despite this there is an absence of literature outlining how and why they are used by students. Drawing on Deci and Ryan’s self-determination theory, our study aimed to explore why and how early-stage medical students use question banks in their learning and revision strategies.MethodsThe study was conducted at Newcastle University Medical School (United Kingdom and Malaysia). Purposive, convenience and snowball sampling of year two students were employed. Ten interviews were conducted. Thematic analysis was undertaken iteratively, enabling exploration of nascent themes. Data collection ceased when no new perspectives were identified.ResultsStudents’ motivation to use question banks was predominantly driven by extrinsic motivators, with high-stakes exams and fear of failure being central. Their convenience and perceived efficiency promoted autonomy and thus motivation. Rapid feedback cycles and design features consistent with gamification were deterrents to intrinsic motivation. Potentially detrimental patterns of question bank use were evident: cueing, avoidance and memorising. Scepticism regarding veracity of question bank content was absent.ConclusionsWe call on educators to provide students with guidance about potential pitfalls associated with question banks and to reflect on potential inequity of access to these resources.

Editorial: More Practical Gender Research is Needed in Higher Education Leadership and Management

This Editorial explores the challenges and barriers faced by women in leadership roles within higher education institutions using Bronfenbrenner’s ecological systems theory. This Editorial investigates internal, external, and institutional obstacles hindering women's progression into leadership positions. Gender biases, socio-political traditions, cultural expectations, and institutional norms contribute to the under-representation of women in leadership roles. Additionally, internal factors such as lack of confidence and fear of failure further impede career advancement. Despite these challenges, the editorial highlights the pivotal role of women in shaping leadership standards and underscores the transformative impact of diverse leadership teams. The Editorial advocates for pragmatic scholarly approaches to considering achievement of equal opportunities for women in leadership, emphasising education, progressive workplace policies, mentorship programs, and cultural shifts. By embracing an approach nested in the macro-, meso-, and micro-level environments, a more holistic approach to research aimed at fostering innovative scholarly advancement is encouraged.

A Study of Coping Strategies for Overseas Students Speaking Anxiety in Cross-Cultural Contexts

This study aims to explore the problem of speaking anxiety faced by overseas students in cross-cultural context and their coping strategies. By using questionnaires and in-depth interviews, the phenomenon of speaking anxiety and its countermeasures were studied in 200 international students. The results show that international students speaking anxiety mainly stems from the lack of confidence in language ability, the fear of failure, and the differences with the native culture. Coping strategies include active participation in language practice, seeking social and psychological support, and developing intercultural adaptability. This study not only reveals the complexity of speaking anxiety in intercultural communication, but also provides educators and international students with targeted strategies to reduce speaking anxiety and promote language learning.

Entrepreneurial Aspirations and Challenges among Business Students: A Qualitative Study

The COVID-19 pandemic has had a profound impact on small businesses, significantly influencing entrepreneurial aspirations and presenting numerous challenges. This calls for additional research into perceptions, intentions, and the challenges faced in this context. This study aims to explore the comprehension of key entrepreneurial concepts among business students in the post-pandemic era. The paper presents an empirical study which employs qualitative in-depth interviews with 34 undergraduate business students from one public university in the Midwest of the United States. The findings reveal a complex view of entrepreneurship that extends beyond traditional business creation, encompassing elements of social innovation and personal fulfillment. Students displayed a generally positive attitude towards entrepreneurship, influenced strongly by their involvement in practical entrepreneurship-related activities and their familial backgrounds. However, they also identified significant barriers, including financial constraints, fear of failure, and a lack of practical experience, which hinder their intentions to pursue entrepreneurial ventures. The study underscores the importance of entrepreneurship education programs incorporating more comprehensive practical experiences, enhancing financial literacy, and providing psychological support to overcome these challenges. These insights contribute to the ongoing discussion on how to effectively support and prepare aspiring entrepreneurs in a changing educational landscape.

A descriptive phenomenological study of critically ill elderly patients’ experiences of treatment using high-flow nasal cannula after extubation

PurposeThis study aims to describe the experiences of critically ill elderly patients (CIEPs) who were treated using the high-flow nasal cannula (HFNC) after extubation.Design/methodology/approachA descriptive phenomenological approach was conducted to interview eleven CIEPs using face-to-face semi-unstructured interviews. Participants were selected through purposive sampling. Data were analyzed using Giorgi’s method.FindingsExperiences of CIEPs included their fears of failure, getting comfortable and uncomfortable, as well as asking for assistance. Fears of failure were described as involving worsening symptoms related to their diseases and failure of HFNC leading to the need for reintubation. While receiving HFNC, their breathing was comfortable, and they were free from intubation. However, they were uncomfortable because of the sensation of burning in the nasal passages. Additionally, they asked for assistance from nurses in managing their symptoms, and the alarms of HFNC oxygen therapy devices resulted in fears of HFNC failure.Originality/valueThe paper indicates that CIEPs experienced physical and psychological impacts from HFNC oxygen therapy (e.g. burning sensation in the nose and fear of failure). Although they had comfortable breathing, being uncomfortable also occurred. Therefore, health-care professionals should support what CIEPs need and develop a program or guidelines for managing the complications of HFNC – neither burning noses nor psychological issues enhance the comfort of CIEPs – by considering age-related changes.

Failure Sensitivity in Perfectionism and Procrastination: Fear of Failure and Overgeneralization of Failure as Mediators of Traits and Cognitions

The current study investigated perfectionism and procrastination from the trait and cognitive perspectives and addressed how they relate to components of a personal orientation toward failure. A sample of 327 undergraduate students completed three perfectionism measures (i.e., Frost Multidimensional Perfectionism Scale, Hewitt–Flett Multidimensional Perfectionism Scale, and Perfectionism Cognitions Inventory), two procrastination measures (i.e., Lay Procrastination Scale and Procrastinatory Cognitions Inventory), and measures of fear of failure and overgeneralizing failure. Correlational analyses showed that the composite trait dimension of perfectionistic concerns and the cognitive dimension of perfectionistic automatic thoughts had modest links with trait procrastination but much stronger links with the cognitive measure of procrastinatory automatic thoughts. All perfectionism and procrastination measures were significantly correlated with fear of failure and overgeneralization of failure. More extensive analyses showed that fear of failure mediated trait and cognitive pathways between perfectionism and procrastination, and the overgeneralization of failure mediated most pathways. Other evidence supported a sequential mediation between perfectionism and procrastination (i.e., fear of failure followed by the overgeneralization of failure). Overall, the results suggest that procrastinating perfectionists have a cognitive hypersensitivity to failure and a potentially debilitating form of perfectionistic reactivity characterized by overgeneralizing failures to the self. The theoretical and practical implications are discussed.

Staying Afloat During Everyday Adversity: Exploring the Intra- and Interpersonal Factors Related to Athletic Buoyancy

ABSTRACT Athletic buoyancy is the ability to handle everyday challenges in sports, though little research has been conducted. Therefore, the purpose of this study was to examine intrapersonal and interpersonal factors related to athletic buoyancy, as well as a potential outcome variable. Collegiate club sport athletes (N = 239) completed a questionnaire assessing predictors (fear of failure, anxiety, sport enjoyment, enthusiastic commitment), an outcome variable (intentions to continue sport participation), a mediator (athletic buoyancy), and a moderator (social support) between the predictors and both athletic buoyancy and intentions. Results indicated that athletic buoyancy was not a mediator; however, anxiety and fear of failure were significant, negative predictors of athletic buoyancy. Social support moderated the enthusiastic commitment-intentions relationship, and the fear of failure-athletic buoyancy relationship, where athletes with higher social support reported a greater negative impact of fear of failure on athletic buoyancy. Findings may have implications for athlete well-being and adaptability.

The specific features of the values and meaning domain and motivation of future specialists in the transport industry

Currently, the problem of training highly skilled, competitive specialists equipped with competencies necessary for their future professional activity is of particular relevance. This is key to building a talent pipeline in the transport industry in general and in the railway sector in particular where the activities of the majority of workers involve providing safety and continuity of operations. One of the topical issues is to study their values and meaning domain and motivational attitudes to their future profession as an opportunity to develop techniques of psychological and pedagogical support aimed at forming stable internal motives and optimizing the professional development of future specialists in the transport industry. The purpose of the study is to explore the specific features of the values and meaning domain and motivation of future specialists in the transport industry. In order to study the purpose-in-life orientations, personality traits and motivation of future specialists in the transport industry, a study was conducted with the participation of 50 people aged 20 to 24 years. The following methods were used: the Purpose-in-Life (PIL) Test by D. Crumbaugh and L. Maholick adapted by D. A. Leontiev; the questionnaire for the assessment of personality traits of a professional (LOP) by I.G. Senin and V.E. Oryol; and the Motivation for Success and Fear of Failure (MUN) method by A. A. Rean. The results for interpretation were obtained by mathematical and statistical data processing using correlation analysis (the Pearson correlation criterion). The sense of purpose in the students is associated with the ability to identify significant conditions for achieving goals and everything that happens to them contributes to their personal growth. The more the students perceive their lives as emotionally intense and interesting, the less they tend to perceive their educational and professional activities as a source of stress. Conclusions: Students with clear goals for the prospects of their future professional self-realisation tend to show internal motives for achieving results to a greater extent. The feeling of meaningfulness and productivity of the students’ lives is associated with tension they experience in the learning process, conscious control of their actions and behaviour.

The Mental Game of Golf: Understanding Relationships Between Self-Efficacy, Fear of Failure, Competitive State Anxiety, and Flow.

Our purpose in this study was to investigate the relationship between self-efficacy, fear of failure, competitive state anxiety, and flow among elite golfers. We surveyed 375 elite golfers (N = 375; male = 187, female = 188) who were registered with the Korean Sports and Olympic Committee, and we analyzed their survey responses using descriptive statistics, confirmatory factor analysis, correlation analysis, and structural equation modelling. As expected, we found golf self-efficacy (GSE) to be significantly related to fear of failure (FOF). We also found FOF and competitive state anxiety (CSA) significantly related to flow. Finally, we verified a suspected hierarchical or mediating effect in these relationships such that we verified predictive relationships of flow as follows: GSE→FOF→CSA→Flow. These golfers' self-efficacy had a buffering effect of lowering their FOF and CSA in the pathway toward flow. A suggested implication of these findings is that to enhance a golfer's performance by minimizing interfering psychological factors, it is essential to boost their self-efficacy.

Effectiveness of Culture- Oriented Schema- Based Pre-Marrital Education on Spouse Choosing Beliefs and Fear of Failure in Marriage in Divorced Parents Single Girls with Abandonment Schema

Effectiveness of Culture- Oriented Schema- Based Pre-Marrital Education on Spouse Choosing Beliefs and Fear of Failure in Marriage in Divorced Parents Single Girls with Abandonment Schema

How mothers talk to their children about failure, mistakes and setbacks is related to their children's fear of failure.

Many people fear failure and making mistakes. This fear can be transmitted from parents to children, suggesting that parental communication regarding failures and setbacks may play a critical role in shaping a child's perception of mistakes. In this study, we investigated how everyday parent-child conversations about setbacks influence children's fear of making mistakes. Drawing on the large pre-birth Growing Up in New Zealand cohort, we focused on a sub-sample of 231 mother-child dyads who engaged in a recorded conversations about a "recent disappointment or setback" when the children were 8 years old. Conversations between mothers and children about the recent disappointments were coded to identify whether parents recognised or acknowledge their child's emotional response, if action plans were discussed, and the types of resources that the child could draw on. The children also completed a questionnaire about their global self-worth and their fear of making mistakes. The discussion of clear action plans, in the absence of a discussion about collaborative resources, was found to be associated with an increased fear of making mistakes among children. Conversely, when mothers clearly acknowledged their child's emotions and discussed ways to work collaboratively with their child on future problems, there was a notable decrease in the child's fear of mistakes. However, it is noteworthy that many mothers in our study either minimally acknowledged or dismissed their child's emotions(40%), rarely discussed action plans (55%), or collaborative resources (79%)when discussing the recent setback.

How Can We Remove Psychological Entrepreneurship Barriers on Entrepreneurship Intention for Health Organizations in the Future?

Entrepreneurial orientation significantly influences business financial performance, particularly in global markets, making it pivotal across economies. Developed nations provide a conducive environment for entrepreneurship, supported by educational systems and skill development programs. Conversely, in developing countries, cultural and social disparities create unique challenges, shaping entrepreneurial intentions. Psychological barriers such as risk aversion, fear of failure, and resistance to change hinder potential entrepreneurs, particularly in health science faculties. A study conducted in Turkey aimed to explore these barriers among health science students. Data collected from 788 students revealed that psychological factors explained 72% of entrepreneurial intentions. Regression analysis confirmed the significance of risk avoidance, fear of failure, attitude towards change, and stress avoidance in shaping intentions. Despite these barriers, heightened entrepreneurial intentions among health students were associated with greater success in overcoming obstacles. The findings emphasize the importance of addressing psychological barriers in fostering innovative and entrepreneurial healthcare professionals. By understanding these dynamics, educational institutions, policymakers, and healthcare practitioners can better support the development of an entrepreneurial healthcare workforce. The intersection of healthcare and entrepreneurship presents opportunities for transformative solutions, potentially enhancing patient outcomes and advancing the healthcare sector. Despite challenges, emerging trends suggest a growing interest in leveraging innovation for positive change in healthcare, highlighting the potential for impactful contributions to the industry’s evolution.

Coping with test anxiety using imagery rescripting: A two-session randomized controlled trial

BackgroundUp to 55 % of students experience test anxiety (TA), which is characterized by intense physiological and psychological symptoms before or during exams, such as anxiety, fear of failure, sweating, or increased heart rate. Furthermore, TA increases graduation times and can result in discontinuance of the graduate program all together. Previous research demonstrated the beneficial effects of combining cognitive behavioral therapy with imagery rescripting, however, treatment programs are comparably long. Hence, they do not account for the students´ time-sensitive schedules. Therefore, the present study investigates a two-session short-intervention using imagery rescripting to treat TA. Methods44 students and pupils were randomly assigned to either the two-session imagery rescripting intervention (22 participants) or the waitlist-control condition (22 participants). One week before the intervention clinical interviews were conducted and self-report questionnaires on TA, self-efficacy, symptoms of depression, and intrusive prospective images were completed (T1). The same questionnaires were completed one week (T2) and six months after the intervention (T3). ResultsTest anxiety significantly decreased from T1 to T2, as well as from T1 to T3 within the intervention group. Furthermore, there were medium to large within and between group effects for situational test anxiety, self-efficacy, symptoms of depression, as well as prospective intrusive images, showing significant improvements for the intervention group at six months follow-up. LimitationsThe study is limited to the comparably small sample size, as well as the sole usage of self-report measurements. ConclusionsThe presented short-intervention provides a feasible treatment technique, which can be easily applied within school and university counseling centers.

Triggering factors affecting primary school children in Lebanon: A pilot cross-sectional study

Purpose: Academic pressures, the fear of failure, social expectations, and high expectations from parents or teachers can all contribute to performance-related stress or anxiety in children. This study aims to assess the triggers encountered by primary schoolchildren and examine the interrelatedness between them and the characteristics of the students. Methods: A pilot cross-sectional study targeted primary school children over two months. Two pharmacists and a psychologist collected data using a standardized survey. Students were asked to assess their social (10 statements), behavioral (10 statements), environmental (10 statements), and academic (16 statements) triggers. Results: Environmental triggers had the highest score (4.92 (1.92)), followed by behavioral triggers (4.21 (1.70)). Social triggers were the least reported (3.52 (1.59)). After adjusting for covariates, age, sex, and grade did not affect the academic triggers of the students (p &gt; 0.05), while having divorced or separated parents significantly increased these triggers (B = 0.22; p = 0.025). The social triggers and stressors significantly decreased (B = −0.28; p = 0.003) per grade increase. In contrast, having divorced parents significantly increased these scores (B = 0.21; p = 0.025). Environmental triggers significantly decreased per increase of one year in age (B = −0.23; p = 0.013), with the same pattern observed for the overall trigger scores (B = −0.28; p = 0.003). Conclusion: Promoting open communication, creating an inclusive environment establishing achievable academic goals, and regular follow-up with students can be effective strategies to reduce school triggers among those at high risk.

Identifying the top predictors of student well-being across cultures using machine learning and conventional statistics

Alongside academic learning, there is increasing recognition that educational systems must also cater to students’ well-being. This study examines the key factors that predict adolescent students’ subjective well-being, indexed by life satisfaction, positive affect, and negative affect. Data from 522,836 secondary school students from 71 countries/regions across eight different cultural contexts were analyzed. Underpinned by Bronfenbrenner’s bioecological theory, both machine learning (i.e., light gradient-boosting machine) and conventional statistics (i.e., hierarchical linear modeling) were used to examine the roles of person, process, and context factors. Among the multiple predictors examined, school belonging and sense of meaning emerged as the common predictors of the various well-being dimensions. Different well-being dimensions also had distinct predictors. Life satisfaction was best predicted by a sense of meaning, school belonging, parental support, fear of failure, and GDP per capita. Positive affect was most strongly predicted by resilience, sense of meaning, school belonging, parental support, and GDP per capita. Negative affect was most strongly predicted by fear of failure, gender, being bullied, school belonging, and sense of meaning. There was a remarkable level of cross-cultural similarity in terms of the top predictors of well-being across the globe. Theoretical and practical implications are discussed.