Fear Of Failure Research Articles

Is Transformational Leadership a Cure for Burnout? It Depends! The Influential Roles of Followers' Fear of Failure and Their Cooperative and Competitive Behavior

ABSTRACTThe present study critically examines the promise of transformational leadership as a cure for followers' burnout. Adapting an achievement motivation perspective to conservation of resources theory, we suggest that the impact of transformational leaders on burnout depends on followers' level of fear of failure. In a study with 249 employees, we demonstrate that transformational leaders affect followers low versus high in fear of failure differently, with diverging consequences for burnout as captured by its core component, emotional exhaustion. For followers with low fear of failure, we primarily find an indirect effect, such that transformational leaders encourage them to engage in two opposing types of behavior—that is, exhaustion‐reducing cooperative and exhaustion‐enhancing competitive behavior. By contrast, followers high in fear of failure overall benefit from transformational leadership due to a strong direct negative impact on their emotional exhaustion. At the same time, followers high in fear of failure avoid engaging in both cooperative and competitive behavior. Our research provides important implications for the managerial practice. It reveals that transformational leadership is not a panacea for preventing burnout in the workforce. Instead, managers should be aware of the opposing effects that their leadership behavior can have and pay more attention to their followers' characteristics and needs.

An institutional perspective on fear of failure and its effects across three entrepreneurship stages

An institutional perspective on fear of failure and its effects across three entrepreneurship stages

Thriving for Nothing? The Hidden Costs of Thriving for Employees With Attention Deficit Hyperactivity Disorder and Their Employers

ABSTRACTResearch has shown that thriving at work leads to positive outcomes for both organizations and employees. A critical element of thriving is self‐regulation, which enables employees to effectively manage their emotions and behaviors in alignment with their long‐term goals. However, there is a limited understanding of how employees experience thriving when self‐regulation is impaired. In this article, we integrate thriving theory and one of its central elements, self‐regulation, with research on attention deficit hyperactivity disorder (ADHD) which has shown that the condition is associated with reduced and sometimes severely impaired self‐regulation. Empirically, we explore how employees with ADHD experience thriving at work using a qualitative study of working individuals. In contrast to previous findings, our study uncovers a dark side of thriving for employees with ADHD, with negative consequences for their wellbeing and growth opportunities, and ultimately an increased likelihood of voluntary quitting. In our analysis, we explain why, despite an initial positive boost in productivity, thriving ends up being a harmful process for employees with ADHD. We argue that low self‐regulation, together with low self‐esteem and fear of failure, drive them to work excessively and neglect caring for themselves and their families. We develop recommendations for employees with ADHD and their companies to stop this negative downward spiral.

Effect of test anxiety on students’ academic performance in mathematics at the senior high school level

The study explored the sources of mathematics test anxiety that affect students’ performance, the level of mathematics test anxiety among senior high school students, the effect of test anxiety on students’ academic performance in mathematics, and gender differences relating to test anxiety among students. The researchers used a descriptive survey design with a quantitative methodology. Multi-stage sampling technique (stratified and simple random) was used to select a sample size of 66 students from public senior high schools in the Cape Coast Metropolis. Data was collected using the test anxiety scale, a self-developed mathematics achievement test and a questionnaire. Data were analysed using both descriptive and inferential statistics. The study found that factors such as misunderstandings of mathematical concepts, fear of failure and embarrassment, exam preparedness, quality of mathematics instruction, and others significantly contribute to students’ anxiety while taking mathematics assessments. The results showed a significant negative correlation between anxiety levels and academic performance. Female students were found to have higher levels of test anxiety compared to male students. Teachers should prioritise improving students’ comprehension of mathematical concepts and create a nurturing learning atmosphere that promotes experimentation and minimises the fear of making mistakes.

The challenges of navigating participatory research: the perspective of a doctoral student who co-ordinates a team of researchers with lived experience of mental health challenges

ABSTRACT Participatory research (PR) involves people with lived experiences of the research topic as co-creators of knowledge. I have the dual role of being both a doctoral researcher and the co-ordinator of a research group – the Converge Evaluation and Research Team (CERT) – which consists of researchers with lived experience of mental health challenges. I am using evaluation projects conducted by CERT to offer insightful case studies for my doctoral research, in which I am exploring coproduction in mental health research. I use learning from my doctoral research to explore how CERT can maximise opportunities for coproduction. Using a CERT evaluation of an arts project for adults with severe and enduring mental health challenges as an exemplar, this article considers my reflections on the challenges of PR as a doctoral researcher elucidated by Southby (2017): power and sharing control; adhering to the standards and procedures of an individualistic academy; inexperience and fear of failure; competing priorities; and time and effort. In addition, remuneration is also considered as a crucial challenge in contemporary research.

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 of 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.