Performance Failure Appraisal Inventory Research Articles

Unveiling Players' Perceptions of Mother- and Father-Initiated Motivational Climates and Fear of Failure in Youth Male Team Sports.

The aim of this study was to examine the relationship between perceived mother- and father-initiated motivational climates and players' fear of failure in youth male team sports. A sample of 336 youth male players from five team sports (basketball, football, handball, volleyball, and water polo) completed the Parent-Initiated Motivational Climate Questionnaire-2 and the Performance Failure Appraisal Inventory. The results showed that perceived mother- and father-initiated motivational climates were related to fear of failure predispositions. While a mastery orientation (perceived learning-enjoyment climate) had a low association with fear of failure, an ego orientation (perceived worry-conducive and success-without-effort climates) was highly related to fear of failure. Father-initiated climates had stronger associations with fear of failure than mother-initiated ones, revealing that mothers and fathers may have different influences when considering the developmental origins of fear of failure. The relationships between mother- and father-initiated motivational climates and fear of failure varied according to the type of sport, with basketball, football, and volleyball presenting stronger associations. The dimensions "Fear of important others losing interest" and "Fear of upsetting important others" presented the highest explained variance in all sports when predicted by the father-initiated motivational climate. The findings can inform important evidence-based guidelines and recommendations for parents, coaches, and organizations, enabling them to create supportive environments that aid athletes in developing the necessary psychological skills for long-term success and well-being.

Fear of failure among perfectionist students

Fear of failure (FOF) has been reported as a construct that hinders individuals from achieving higher, working harder, and even moving from one stage of development to another. Studies indicated that university students with traits perfectionism tend to develop FOF, which prevented them for achieving better accomplishment in their academic life. In order to obtain further knowledge to curb FOF among this population, this study investigates which one of the three dimensions of perfectionism (self-oriented, other-oriented, socially prescribed) is the main predictor of FOF. 351 participants from the target population of 4,000 undergraduate students from UCSI University, Kuala Lumpur, Malaysia were recruited via convenience sampling to provide us with their data through a Google Form. Perfectionism dimensions were measured by the multidimensional perfectionism scale and fear of failure by the performance failure appraisal inventory. The collected data was analyzed via simple and multiple regression by multiple regression technique, and the findings showed that self-oriented and other-oriented perfectionism did not significantly predict the fear of failure. However, socially prescribed perfectionism was the only significant predictor of the fear of failure among the perfectionism model, therefore indicating that it was the most significantly predictor as well. In conclusion, students are more likely to be afraid to fail when they believe that there is a social standard of perfection that they have to follow.

THE RELATIONSHIP BETWEEN MINDFULNESS AND FEAR OF FAILURE IN STUDENTS WHO ARE WORKING ON A THESIS AT PADANG STATE UNIVERSITY

Fear of failure is an emotional reaction that causes fear when in a situation that might cause failure. The phenomenon of fear of failure can be related to mindfulness, where mindfulness can reduce fear of failure. This study aims to determine the relationship between mindfulness and fear of failure in students who are working on a thesis at Padang State University. This study uses a correlational quantitative research design. The targets of this study were students who were working on a thesis at Padang State University using proportional sampling technique totalling 236 people. The mindfulness measuring instrument in this study used The Kentucky Inventory of Mindfulness Skills (KIMS) and the fear of failure scale using the Performance Failure Appraisal Inventory (PFAI). Based on the data analysis that has been done, the correlation value is obtained r = -0.298 and p = 0.000 (p < 0.05), which indicates that there is a significant negative relationship between mindfulness and fear of failure of students who are working on their thesis at Padang State University.

THE RELATIONSHIP BETWEEN MINDFULNESS AND FEAR OF FAILURE IN STUDENTS WHO ARE WORKING ON A THESIS AT PADANG STATE UNIVERSITY

Fear of failure is an emotional reaction that causes fear when in a situation that might cause failure. The phenomenon of fear of failure can be related to mindfulness, where mindfulness can reduce fear of failure. This study aims to determine the relationship between mindfulness and fear of failure in students who are working on a thesis at Padang State University. This study uses a correlational quantitative research design. The targets of this study were students who were working on a thesis at Padang State University using proportional sampling technique totalling 236 people. The mindfulness measuring instrument in this study used The Kentucky Inventory of Mindfulness Skills (KIMS) and the fear of failure scale using the Performance Failure Appraisal Inventory (PFAI). Based on the data analysis that has been done, the correlation value is obtained r = -0.298 and p = 0.000 (p < 0.05), which indicates that there is a significant negative relationship between mindfulness and fear of failure of students who are working on their thesis at Padang State University.

Research on the Relationship Between Ski and Snowboard Athletes’ Fear of Failure and Their Sport Enjoyment and Goal Orientation

Enjoying sport is a critical factor in understanding the sources of athletes’ enthusiasm for sport, creating enjoyable sport experiences for young athletes, maintaining their participation in sport, and setting specific goals. It is well known that fear of failure is amongst the main motivational problems on the path to achieving set goals. The inability to eliminate the fear of failure can lead to a decline in the level of fulfilment, satisfaction, and pleasure, interfering with the achievement of goals set by the athlete for a specific purpose. From this point of view, the aim of our study is to examine the effects of ski and snowboard athletes’ enjoyment of sport and goal orientation on their fear of failure in terms of various variables. This study is quantitative research in which the correlational survey model was applied. The Sources of Sports Enjoyment Scale (SSEE) adapted to Turkish by Çimen and Gürbüz (2008), the Task and Ego Orientation Scale (TEOS) adapted to Turkish by Toros (2004), and The Performance Failure Appraisal Inventory translated into Turkish by Kahraman and Sungur (2016) were used. The population of the study consists of ski and snowboard athletes in Turkey, while the sample group consists of a total of 124 ski and snowboard athletes 72 of whom are male and 25 of whom are female randomly selected from various ski clubs. Significant differences were found in all sub-scales of the participants’ gender variable and sports failure scale, and in both sub-scales of participation level variable and goal orientation. Positive moderate linear relationships were observed between sources of goal orientation, ego orientation and enjoyment of sport, and between ego orientation and goal orientation. Regarding the Failure in Sports scale, the female participants who regularly attended the trainings had, on average, higher scores on the "Participation Level" variable and the "Goal Orientation" scale. As the sources of sports enjoyment increase, goal orientation and ego orientation also increase. As ego orientation increases, goal orientation also increases.Keywords: Fear of Failure, Goal Orientation, Sports, Enjoyment

Fear of failure and anxiety in kurash athletes: gender and age differences

Purpose: The study’s purpose was to investigate and compare the fear of failure among kurash athletes of different ages and gender on their pre-competition anxiety levels.
 Material and Methods. For this study, a total of 275 athletes (age range between 12-29 years) voluntarily participated and were divided into two age groups. Their mean age was 24.2±3.7 years). To test the anxiety level before the competition, the Competitive State Anxiety Inventory-2 (CSAI-2) was used. Fear of failure among the athletes was measured with the Performance Failure Appraisal Inventory (PFAI). The data were analyzed by SPSS for Windows and expressed as the mean and standard deviation. To test the research hypotheses, the t-tests were used, and P values were set at p<0.05 for all measures.
 Results. The result suggested a strong positive correlation between pre-competition anxiety and fear of failure. Kurash athletes who showed elevated pre-competition anxiety levels also exhibited higher fear of failure. Boys and men kurash players exhibited a higher level of competition anxiety and fear of failure when compared to their female counterparts.
 Conclusions. This study has revealed that male kurash athletes are more vulnerable to anxiety and fear before the competition and has also proved that with age anxiety and fear also grow among the kurash exponents. Hence, the training protocols and programs should incorporate the means and methods to address the athletes suitably so that their performance will be at its best.

FEAR OF FAILURE AND SELF-ESTEEM AS PREDICTORS OF ACADEMIC PROCRASTINATION AMONG COLLEGE STUDENTS

In this study, the researcher investigated the role of fear of failure and different aspects of self-esteem (positivity, openness, competence, humility, self-worth, and learning orientation) in relation to academic procrastination. The primary data was collected from a sample of 200 students (96 males and 104 females) from St. Johns College, Agra. The students were selected using random cluster multistage sampling, and their age ranged from 17 to 25 years. The study utilized three scales for data collection: the Academic Procrastination Scale by Gupta and Bashir (2018), the Performance Failure Appraisal Inventory by Conroy (2003), and the Self-Esteem Scale by Dhar and Dhar (2015). The collected data was then analyzed using t-tests, Pearson correlations, and linear regression in SPSS-22. The results of the t-tests indicated significant differences between male and female students in terms of academic procrastination, self-worth, and fear of failure. Male students scored higher than female students in academic procrastination, while female students scored higher in fear of failure and self-worth compared to male students. The Pearson correlation analysis revealed a positive correlation between fear of failure and academic procrastination, and a negative association between the different subscales of self-esteem and academic procrastination. Furthermore, the linear regression analyses indicated that fear of failure and self-worth were predictors of academic procrastination among college students. In summary, this study explored the relationship between fear of failure, self-esteem, and academic procrastination. The findings suggest that fear of failure and low self-worth are associated with higher levels of academic procrastination among college students. KEYWORDS: Fear of Failure, Self-Esteem, Academic Procrastination.

The interaction effect of personality hardiness and fear of failure to predict achievement motivation adolescents of working mother

Individuals with traits of hardiness believe that success is the result of both positive and negative life experiences. People who are highly motivated to achieve have a close relationship with intense dedication, reasonable control, and positive challenges. They are even willing to accept failure as part of the goal-setting process This study was conducted to explain the psychological characteristics of hardness and fear of failure that are predicted to determine the achievement motivation of adolescents whose mothers are employed. Participants were recruited anonymously and willingly from universities in Pekanbaru, Indonesia, Riau. After collecting and analyzing 280 questionnaires for outlier analysis, 188 were found valid for further study. Two stages of measurement were carried out; measuring was examined, and the structural model was deemed statistically significant. This study applied a quantitative methodology to the analysis of the path analysis mediation model. This study employs three measurement instruments and demographic data to address research issues. Dispositional Resilience Scale-15 (DRS-15), an action strategy to measure achievement motivation behavior personality, and the Performance Failure Appraisal Inventory (PFAI), a multidimensional assessment of cognitive-motivational-relational fear of failure, were used in this study to collect data. Path analysis from SmartPLS 3.2 was used to analyze the research data and determine the moderating and correlation values for the studied variables. This assessment indicates that fear of failure does not contribute to SMK students in Pekanbaru's toughness with success motivation. In contrast, the coefficient values for other factors indicate a positive contribution.

The Anatomy of Entrepreneurial Failure: Antecedents of the Performance Failure Appraisal Inventory and the Role of Social Support

The purpose of this study is to investigate the impact of stress factors on entrepreneurial failure and to examine the relationship between prior entrepreneurial failure and future fear of failure. This study takes a novel approach by considering the moderating role of social support on this relationship. We employed the least squares–structural equation modeling (PLS-SEM) technique to analyze the responses of 162 failed entrepreneurs in Oman. Our findings demonstrate that stress factors in all four dimensions (managerial and planning elements, working capital, competitive environment, and growth and overexpansion) have a significant impact on entrepreneurial failure. Moreover, the results reveal that prior entrepreneurial failure is positively related to fear of failure. However, social support has a crucial moderating effect on the relationship between prior failure and present and future failure-related anxiety, reducing the influence of prior entrepreneurial failure on entrepreneurs’ fear of failure. This study contributes to the theoretical understanding of the antecedents and outcomes of entrepreneurial failure and offers practical implications for policymakers and practitioners seeking to promote entrepreneurship and reduce failure rates.

Examining procrastination and fear of failure among college students

Prior research has set out to determine if there is a relationship between fear of failure, procrastination, and gender. However, findings have been mixed, and few studies have explored the relationship between fear of failure and procrastination. The current study set out to examine the relationship between fear of failure and procrastination and fear of failure and gender. A sample of university students (n = 310) was administered the Performance Failure Appraisal Inventory (PFAI), which provides information relative to different forms of fear of failure, and the Pure Procrastination Scale (PPS). The relationship between procrastination and fear of failure was explored using correlation analysis, and the relationship between fear of failure and gender was explored using an independent t-test. Results suggested a moderate positive relationship between total procrastination and various forms of fear of failure. Additionally, women were found to have reported higher levels of various forms of fear of failure. Limitations of this study and implications for future research addressing procrastination and fear of failure were discussed.

Failure Response and Coping among Female Collegiate Athletes

The current study explores the failure response and coping skills of 37 female collegiate athletes. All athletes completed the Athletic Coping Skill Inventory (ACSI-28) the Performance Failure Appraisal Inventory, and four athletes were interviewed. Descriptive statistics for the five subscales of the Performance Failure Appraisal Inventory (Form A) for the entire sample showed that fear of experiencing shame and embarrassment was the highest fear (M=3.27, SD=0.80), followed by fear of upsetting important others (M=2.77, SD=0.89). Descriptive statistics for the seven subscales of the Athletic Coping Skills Inventory for the entire sample showed that coachability had the highest score (M=10.06, SD=1.51), followed by confidence and achievement motivation (M=8.63, SD=1.74). Comparisons were also made based on athlete status (underclassman vs upperclassman) and by team status (team vs individual). Based on athlete status, a significance difference (p=0.05) on the PFAI inventory was found for fear of shame and embarrassment (under 3.5 mean, upper 2.89 mean, p=0.02), fear of uncertain future (under 1.26 mean, upper 0.60 mean, p=0.02), and overall score (under 2.61 mean, upper 2.15 mean, p=0.03). For all of these categories, upperclassmen were less likely than underclassmen to describe themselves as feeling fear of shame and embarrassment, fear of an uncertain future, and overall score. On the ACSI inventory, a significance difference was found for freedom from worry (under 4.8 mean, upper 6.84 mean, p=0.05). As indicated, upperclassmen are free from worry more than are underclassmen. Based on team status, no significant differences were found between team vs individual sport athletes on the PFAI inventory. On the ACSI inventory, a difference was found for peaking under pressure (team 7.84 mean, 5.66 individual mean, p=0.02). This finding indicates that team sport athletes, more so than individual sport athletes, feel challenged rather than threatened under pressure situations and perform well under pressure. Keywords: coping, athletes, coaches, failure

The effects of medical students' self-oriented perfectionism on academic procrastination: the mediating effect of fear of failure.

PurposeBased on the logic that self-oriented perfectionism (SOP) is one of the most well-established predictors of academic procrastination (AP), we predicted that fear of failure (FF) would mediate the association between SOP and AP. The purpose of this study is to investigate the mediating effect of FF on the influence of SOP on AP in medical students.MethodsA total of 156 undergraduate medical students completed a battery of questionnaires. This study is an analysis of cross-sectional data obtained through an offline survey. The self-report questionnaires assessed demographics and psychological scales, including the Multidimensional Perfectionism Scale, Performance Failure Appraisal Inventory, and Aitken Procrastination Inventory. The data were analyzed by descriptive statistics, correlations analysis, and multiple regression analyses using IBM SPSS ver. 22.0 (IBM Corp., Armonk, USA).ResultsSOP had a direct negative influence on AP (β=-0.420, p<0.001). Also, SOP had a significant indirect effect on AP through FF (β=0.0393; 95% confidence interval, 0.040–0.0936). These results indicated that the FF partially mediates the relationship between SOP and AP.ConclusionAlthough SOP among medical students might play an adaptive role to lessen AP, in cases FF gets higher, SOP could have opposing effects via the mediating effect of FF, leading to an actual increase in AP. Attempts to deal with the FF among medical students should be made for better academic achievements.

Psychometric Qualities of the Performance Failure Appraisal Inventory–Short Form for Malaysian Undergraduate Students

Psychometric Qualities of the Performance Failure Appraisal Inventory–Short Form for Malaysian Undergraduate Students

Assessment of Fear of Failure Among Medical Students at King Saud University.

BackgroundFear of failure (FoF) is described as a “dispositional tendency to avoid failure in achievement settings.” It may potentially and adversely affect students’ ability to perform well in their educational activities.ObjectivesTo measure FoF among medical students at King Saud University, FoF between men and women, academic levels, grade point average (GPA), and other factors among medical students were compared.MethodA cross-sectional observational study was carried out using a stratified random sampling method. A total of 455 medical students completed “the Performance Failure Appraisal Inventory” during the academic year 2019–2020 at King Saud University, Riyadh, Saudi Arabia.ResultsThe results showed that the mean of FoF was −0.3117. Moreover, higher levels of fear of devaluing one’s self-estimate were seen in women, and higher levels of fear of important others losing interest were seen in men. A significant relation was seen between different academic levels and fear of shame and embarrassment, fear of upsetting important others, as well as FoF. Higher levels of FoF were seen in those who had a GPA below 3.5 and a GPA greater than 4.9. Also, it was high in students who were not interested in studying medicine. The Cronbach’s α value of 0.93 of all items indicates good internal consistency, and the factor analysis confirms five items of an instrument.ConclusionThe overall level of FoF was low among medical students at King Saud University. However, the domains and levels of FoF differed significantly according to gender, academic level, GPA, and interest in studying medicine.

Imposter Phenomenon, Perfectionism and Fear of Failure among Emerging Adults

An individual’s concern is striving for perfection, self-evaluation in critical situations and regarding other's evaluation. Most of the students think about getting evaluated for their own abilities. They also face situations where they don’t feel completely successful. This study tries to find the relationship of the Imposter Phenomenon with Perfectionism and Fear of Failure. Using the convenience sampling technique, 166 emerging adults were chosen and given the questionnaire. The correlational research methodology was used to analyse the acquired data. The Multidimensional Perfectionism Scale, The Performance Failure Appraisal Inventory (PFAI) and Imposter Profile (IPP31) were the instruments employed in this study. It was found that Competence Doubt, Frugality and Need For Sympathy were significantly correlated with Self-oriented Perfectionism, Other-oriented Perfectionism and Socially-oriented Perfectionism. Alienation and Other-Self Divergence were significantly and positively correlated with socially-oriented perfectionism. Fear of Failure was also found to have a significant relationship with all sub factors of Imposter Phenomenon.

Measuring Fear of Failure

Abstract. Fear of failure (FF) is a multidimensional construct encompassing anticipated negative consequences deriving from potential failures in evaluative achievement contexts, such as education or sports. The Performance Failure Appraisal Inventory (PFAI; Conroy et al., 2002 ) assesses five threat appraisals associated with FF and has been validated in various cultures, languages, and contexts. To date, there is no instrument measuring FF in an academic context in German. Thus, this study examined the psychometric properties of a German version of the PFAI in a sample of N = 326 university students. Confirmatory factor analyses supported a correlated five-factor structure that has already been established in previous validation studies as well as a bifactor structure. All dimensions demonstrated satisfactory internal consistencies and construct validity. Within the scope of this study, the German version of the PFAI was found to be a psychometrically sound measure to assess FF in an academic context amongst university students.

The Quantity and Quality of Anxiety Are Mediating Variables between Motivation, Burnout and Fear of Failing in Sport.

The purpose of this study was to examine the effect mediated by self-determined motivation on an athlete’s burnout, anxiety and fear of failure. To this end, the sample group consisting of 235 semi-professional yachtsmen and women was asked to answer four questionnaires which set out to assess each of the study’s variables: Behavioural Regulation in Sport Questionnaire, Performance Failure Appraisal Inventory, Sport Anxiety Scale-2 and Athlete Burnout Questionnaire. The ex-post facto research was designed to analyse a single group based on structural equation modelling (SEM) between the constructs under analysis. The results illustrate that behavioural regulation could be used to positively predict burnout and fear of failure mediated by sport anxiety. Moreover, behavioural regulation has a significant, positive and moderate bearing on burnout and is wholly mediated by sport anxiety. It concludes by underscoring the point that there is no relationship either between behavioural regulation and burnout or between behavioural regulation and fear of failure, unless the athlete in question experiences anxiety.

Connecting the Dots Between Mindset and Impostor Phenomenon, via Fear of Failure and Goal Orientation, in Working Adults.

This study aims to investigate the relationship between mindset and impostor phenomenon, via the explanatory role of fear of failure and goal orientation in the work domain. Only one known study has previously connected mindset and impostor phenomenon in the scientific literature among females in a university setting. Data was collected from 201 working adults, with a roughly equal male-female ratio, from a range of sectors in the United Kingdom, Ireland, and United States. Participants completed an online survey comprising the Implicit Theories of Intelligence Scale, the Performance Failure Appraisal Inventory, Work Domain Goal Orientation Instrument, and the Clance Impostor Phenomenon Scale (CIPS). We tested a serial-parallel mediation model using structural equation modeling. The results suggest that people with a fixed mindset tend to experience more impostor phenomenon at work and this relationship is predominantly explained by their fear of failure. Further, when employees are also motivated by a performance avoid goal orientation, the relationship increases in strength. This indirect relationship suggests that staff training, and coaching interventions designed to increase people’s belief that they can develop their abilities results in a reduction of their fear of failure and in their motivation to want to avoid showing their inability at work. The results also suggest cultivating environments that promote a growth mindset and learning goal orientation, alongside the safety to fail, could lessen the negative effects of having a fixed mindset, reduce fear of failure, and alleviate impostor phenomenon’s negative impact on employee career development and wellbeing.

Fear of failure dengan ketidakjujuran akademik pada siswa SMA yang menjalankan sistem kredit semester

The duration of study for Credit Semester System or Sistem Kredit Semester (SKS) students is 2 years at the earliest and 4 years at the longest. This condition can cause students to commit academic dishonesty for fear of failing to get good scores. The purpose of this study was to determine the relationship between fear of failure and academic dishonesty in high school students who run in the SKS format using correlational quantitative research methods. The sampling technique was purposive sampling. The research subjects are high school students who run the SKS for at least 1 year and the numbers are 186 subjects. The data collection method used a modified scale and a combination of the Academic Dishonesty Scale and the Academic Dishonesty Instrument and the Performance Failure Appraisal Inventory (PFAI) scale. The results of the data analysis test using the Pearson product moment method showed that there is no relationship between fear of failure and academic dishonesty in high school students who run the SKS. The correlation coefficient is 0.99 and the significance is 0.178 (p &gt; 0.05). Keywords: Academic dishonesty, fear of failure, high school students running the SKS

Quantifying fear of failure in STEM: modifying and evaluating the Performance Failure Appraisal Inventory (PFAI) for use with STEM undergraduates

BackgroundThe ability to navigate obstacles and embrace iteration following failure is a hallmark of a scientific disposition and is hypothesized to increase students’ persistence in science, technology, engineering, and mathematics (STEM). However, this ability is often not explicitly explored or addressed by STEM instructors. Recent collective interest brought together STEM instructors, psychologists, and education researchers through the National Science Foundation (NSF) research collaborative Factors affecting Learning, Attitudes, and Mindsets in Education network (FLAMEnet) to investigate intrapersonal elements (e.g., individual differences, affect, motivation) that may influence students’ STEM persistence. One such element is fear of failure (FF), a complex interplay of emotion and cognition occurring when a student believes they may not be able to meet the needs of an achievement context. A validated measure for assessing FF, the Performance Failure Appraisal Inventory (PFAI) exists in the psychological literature. However, this measure was validated in community, athletic, and general undergraduate samples, which may not accurately reflect the motivations, experiences, and diversity of undergraduate STEM students. Given the potential role of FF in STEM student persistence and motivation, we felt it important to determine if this measure accurately assessed FF for STEM undergraduates, and if not, how we could improve upon or adapt it for this purpose.ResultsUsing exploratory and confirmatory factor analysis and cognitive interviews, we re-validated the PFAI with a sample of undergraduates enrolled in STEM courses, primarily introductory biology and chemistry. Results indicate that a modified 15-item four-factor structure is more appropriate for assessing levels of FF in STEM students, particularly among those from groups underrepresented in STEM.ConclusionsIn addition to presenting an alternate factor structure, our data suggest that using the original form of the PFAI measure may significantly misrepresent levels of FF in the STEM context. This paper details our collaborative validation process and discusses implications of the results for choosing, using, and interpreting psychological assessment tools within STEM undergraduate populations.