Journal articles: 'Fear of failure'

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Sagar, Sam S., and Joachim Stoeber. "Perfectionism, Fear of Failure, and Affective Responses to Success and Failure: The Central Role of Fear of Experiencing Shame and Embarrassment." Journal of Sport and Exercise Psychology 31, no. 5 (October 2009): 602–27. http://dx.doi.org/10.1123/jsep.31.5.602.

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This study investigated how aspects of perfectionism in athletes (N = 388) related to the fears of failure proposed by Conroy et al. (2002), and how perfectionism and fears of failure predicted positive and negative affect after imagined success and failure in sports competitions. Results showed that perfectionistic personal standards showed a negative relationship with fear of experiencing shame and embarrassment and a positive relationship with positive affect after success, whereas perfectionistic concern over mistakes and perceived parental pressure showed a positive relationship with fear of experiencing shame and embarrassment and with negative affect after failure. Moreover, fear of experiencing shame and embarrassment fully mediated the relationship between perfectionistic concern and negative affect and between coach pressure and negative affect. The findings demonstrate that fear of experiencing shame and embarrassment is central in the relationship between perfectionism and fear of failure, and that perfectionistic concern about mistakes and perceived coach pressure are aspects of perfectionism that predict fear of experiencing shame and embarrassment and negative affect after failure.

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Richards, Ali. "Don’t fear failure." Primary Health Care 27, no. 3 (March 29, 2017): 15. http://dx.doi.org/10.7748/phc.27.3.15.s21.

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Yoong, David, and Narges Saffari. "REFRAMING STUDENTS’ NEGATIVE CONCEPTIONS OF FAILURE: AN ACTION RESEARCH." Journal of Nusantara Studies (JONUS) 4, no. 2 (December 18, 2019): 126–43. http://dx.doi.org/10.24200/jonus.vol4iss2pp126-143.

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The fear of academic failure can compound other challenges that students are already facing in their lives, and this can take a toll on their mental and emotional states, their relationships with others, and their learning capacities. This article presents findings of an action research that was carried out with 35 postgraduate students from two classes, with aims to reframe their conception of fear of failure as valuable lesson opportunities, by means of getting them to participate in experiential and purposeful activities in a safe learning space. It aims to see if these students would have become less fearful of failures by Week 15. In addition to sharing personal anecdotes of failure, students were given challenging class work, reminded of failure-success catch-phrases, given honest and critical (but compassionate) feedback of their performance. The collected data include students’ fear of failure index scores, pre (Week 1) and post (Week 15) intervention course feedback of their fear of failure. The analysis shows that the methods seem to have a positive effect in mitigating fears of failure, however, the research also shows some caveats and variables that can inhibit the facilitation and the effectiveness of the pedagogical methods. It is hoped this research can also aid other educators in improving and innovating their pedagogy practices, in order to help students reframe their conceptions of failure. Keywords: Action research, experiential learning, fear of failure, reframing beliefs, safe learning space Cite as: Yoong, D., & Saffari, N. (2019). Reframing students’ negative conceptions of failure: An action research. Journal of Nusantara Studies, 4(2), 126-143. http://dx.doi.org/10.24200/jonus.vol4iss2pp126-143

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O’g’li, Siddiqov Sardorbek Zafarjon. "Types of Adolescent Fears." European Journal of Higher Education and Academic Advancement 1, no. 1 (May 1, 2023): 72–76. http://dx.doi.org/10.61796/ejheaa.v1i1.41.

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Fear is a natural and useful companion throughout life. The study attempts to identify the fears of 15-year-olds. Fear of losing someone, fear of someone/something is the top category, followed by fear of death and worry about friends and family. Common fears come in second place, represented by fear of failure and fear of the future. The third largest category is the category of school-related fears. Differences in the emergence of fear are discussed depending on gender and developmental stage.

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Beere, Jackie. "Without fear of failure." Early Years Educator 22, no. 6 (January 2, 2021): 6. http://dx.doi.org/10.12968/eyed.2021.22.6.6.

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What gets in the way of ‘fearless learning’ is the cognitive bias that creates beliefs about our limitations and abilities. Staying true to the principle of the ‘unique child’ as children progress through school is a way to empower their learning and fulfilment.

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Thornton, Stephanie. "A fear of failure." 5 to 7 Educator 2007, no. 27 (May 2007): 10–11. http://dx.doi.org/10.12968/ftse.2007.6.3.23147.

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Costa, Paula Lemos, João José Ferreira, and Rui Torres de Oliveira. "FEAR AND ENTREPRENEURIAL FAILURE." Scientific Journal of Applied Social and Clinical Science 3, no. 17 (July 28, 2023): 2–23. http://dx.doi.org/10.22533/at.ed.2163172327074.

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Murdafasmi, Yugi, Risana Rachmatan, Haiyun Nisa, and Irin Riamanda. "Dukungan Sosial Dengan Fear of Failure Pada Foodpreneur." IJIP : Indonesian Journal of Islamic Psychology 2, no. 2 (December 1, 2020): 199–224. http://dx.doi.org/10.18326/ijip.v2i2.199-224.

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Abstract Social support is an exchange of resources between two individuals that are felt byboth the giver and the recipient with the aim of improving the welfare of the recipient. The social support received by entrepreneurs will certainly affect the smooth running of the business being run. One of the biggest fears that are owned by entrepreneurs, especially foodpreneurs, is fear of failure. The research objective was to determine the relationship between social support and fear of failure in foodpreneurs. The measuring instruments used in this study were the Multidimensional Scale Of Perceived Social Support (α = 0.81) and The Performance Failure Appraisal Inventory (α = 0.87). The sample was obtained by using quota sampling technique with the criteria of entrepreneurs in the culinary field aged 18-34 years, having their own culinary business with a total sample of 342 people. The analysis results showed that there was a negative relationship between social support and fear of failure in foodpreneurs. So the higher the social support, the lower the fear of failure. Likewise, on the other hand, the lower the social support, the higher the fear of failure. AbstrakDukungan sosial merupakan pertukaran sumber daya antara dua individu yangdirasakan oleh pemberi maupun penerima dengan tujuan meningkatkan kesejahteraan bagi penerima. Dukungan sosial yang diterima oleh para pengusaha tentunya akan memengaruhi kelancaran dari usaha yang dijalankan. Salah satu ketakutan terbesar yang dimiliki oleh pengusaha terutama foodpreneur yaitu ketakutan akan kegagalan atau fear of failure. Tujuan penelitian adalah untuk mengetahui hubungan antara dukungan sosial dengan fear of failure pada foodpreneur. Alat ukur yang digunakan penelitian ini adalah Multidimensional Scale Of Perceived Social Support (α=0,81) dan The Performance Failure Appraisal Inventory (α=0,87). Perolehan sampel dilakukan dengan teknik quota sampling dengan kriteria pengusaha dalam bidang kuliner yang berumur 18-34 tahun, memiliki usaha kuliner sendiri dengan total sampel sebanyak 342 orang. Hasil analisa menunjukkan ada hubungan negatif antara dukungan sosial dengan fear of failure pada foodpreneur. Jadi semakin tinggi dukungan sosial maka semakin rendah fear of failure. Begitu juga sebaliknya bahwa semakin rendah dukungan sosial maka semakin tinggi fear of failure.

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Sycamore, Rhys. "Dealing with fear of failure." Journal of Paramedic Practice 13, no. 9 (September 2, 2021): 392. http://dx.doi.org/10.12968/jpar.2021.13.9.392.

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Yuen, Lenora M., and Devora S. Depper. "Fear of Failure in Women." Women & Therapy 6, no. 3 (December 16, 1987): 21–39. http://dx.doi.org/10.1300/j015v06n03_03.

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Parlade, Jose, and Cebrail Karayigit. "Examining procrastination and fear of failure among college students." Cognition, Brain, Behavior. An interdisciplinary journal 26, no. 4 (December 20, 2022): 199–213. http://dx.doi.org/10.24193/cbb.2022.26.11.

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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.

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Tang, Xiangyu, Rong Zhu, and Linjiao Lv. "The Causes and Consequences of Entrepreneurial Failure Fear: Research Framework and Future Prospects." Applied Science and Innovative Research 8, no. 1 (February 7, 2024): p85. http://dx.doi.org/10.22158/asir.v8n1p85.

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The fear of entrepreneurial failure is the avoidance trait or negative emotion that entrepreneurs develop towards the consequences of failure. The generation of this avoidance trait or negative emotion is related to the joint interaction of factors such as the entrepreneur's cognition, achievement goals, and environment. It is an important factor that suppresses entrepreneurial willingness and behavior, and may also stimulate entrepreneurial motivation. This article reviews existing literature, analyzes the concept, influencing factors, and outcome variables of entrepreneurial failure fear, and finally proposes a research framework and future research points and directions for entrepreneurial failure fear. Research points: 1. The connotation and role of fear of entrepreneurial failure throughout the entire entrepreneurial process. 2. The fear of entrepreneurial failure has a beneficial impact on entrepreneurship. Research direction: 1. Enrich the connotation and extension of entrepreneurial failure fear, and explore the sources of failure fear in different scenarios. 2. Pay attention to the dynamic patterns of fear of entrepreneurial failure throughout the entire process of entrepreneurship. 3. Research on the mechanisms and factors that contribute to the beneficial impact of fear of entrepreneurial failure.

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Sagar, Sam S. "Fear of failure in youth sport: Building on the momentum of the new research." Sport & Exercise Psychology Review 5, no. 1 (February 2009): 5–15. http://dx.doi.org/10.53841/bpssepr.2009.5.1.5.

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Fear of failure is an avoidance-based motive associated with the tendency to appraise threat in evaluative situations. High fear of failure has been associated with a prevalence of negative psychological and physical effects on individuals in achievement settings. Accordingly, fear of failure can have important implications for athletes. This article reviews my PhD research programme, which examined fear of failure in elite youth sport (specifically, athletes’ perceptions of the consequences of failure, the developmental origins of fear of failure, and an intervention to reduce the fear of failure of young athletes and their parents). It describes the key findings of this research programme and its contribution to the field of the psychology of sport and exercise and makes recommendations for future research on the fear of failure construct in the sport domain.

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Sanyal, Nandini, Tina Fernandes, and Zaina Hazari. "Perception of Psycho-Social School Environment, Personal Growth Initiative and Fear of Failure among EAMCET Aspirants." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 4, no. 2 (September 9, 2016): 323. http://dx.doi.org/10.21013/jems.v4.n2.p11.

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<div><p><em>The objective of the present study is to investigate whether there is a relationship between perception of psycho-social school environment, personal growth initiative and fear of failure in intermediate students. The study also aimed to observe whether there are gender differences between students going to colleges (viz. with EAMCET coaching and without EAMCET coaching) in terms of psycho-social school environment, personal growth initiative and fear of failure in intermediate students. The School Environment Inventory (Misra, 1984), the Personal Growth Initiative Scale-II (Robitschek et al., 2012) and the Performance Failure Appraisal Inventory (Conroy et. al., 2002) were administered on 300 intermediate students (150 boys and 150 girls) selected through a non-probability purposive sampling technique to measure the perception of psycho-social school environment, personal growth initiative and fear of failure respectively. The results indicated significant gender differences between the students going to colleges with coaching and the students going to colleges without coaching with respect to perception of psycho-social school environment and personal growth initiative (p<0.05). However, no significant gender differences were observed in fear of failure and its dimensions (p>0.05). Among students going to colleges with coaching negative correlations were observed between rejection, fear of experiencing shame and embarrassment and personal growth initiative, moreover in this group, creative stimulation, cognitive encouragement and permissiveness (p<0.05) were positively correlated with using resources and negatively correlated with fears of important others losing interest (p<0.05). Also personal growth initiative was positively correlated with fears of upsetting important others and cognitive encouragement (p<0.05) in students going to colleges without coaching. The present study reiterates that perception of school environment by students is of paramount importance in promoting or hindering the student’s personal growth initiative and subsequently their fear of failure.</em></p></div>

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Mulig, Joanne C., Marrianne E. Haggerty, Albert B. Carballosa, Warren J. Cinnick, and Joseph M. Madden. "Relationships Among Fear of Success, Fear of Failure, and Androgyny." Psychology of Women Quarterly 9, no. 2 (June 1985): 284–87. http://dx.doi.org/10.1111/j.1471-6402.1985.tb00879.x.

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Mazeraud, Aurélien, Guillaume Turc, Sivanthiny Sivanandamoorthy, Raphaël Porcher, Annabelle Stoclin, Marion Antona, Andrea Polito, et al. "Association of Lack of Fear of Dying With New Organ Failure: Results of a Multicenter Prospective Cohort Study." American Journal of Critical Care 33, no. 1 (January 1, 2024): 36–44. http://dx.doi.org/10.4037/ajcc2024517.

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Background Patients’ anxiety on intensive care unit (ICU) admission is associated with subsequent deterioration. Objective To assess whether patients’ fears/anxiety are predictive of new organ failure within 7 days of ICU admission. Methods In a prospective 3-center cohort study of non-comatose patients without delirium or invasive mechanical ventilation, 9 specific fears were evaluated through yes/no questions. Illness severity was assessed using the Simplified Acute Physiology Score II (SAPS II) and the Sequential Organ Failure Assessment (SOFA). Intensity of acute and chronic anxiety was assessed with the state and trait components of the State-Trait Anxiety Inventory (STAI). Patients were followed up for 7 days. Results From April 2014 to December 2017, 373 patients (median [IQR] age, 63 [48-74] years; 152 [40.8%] women; median (IQR) SAPS II, 27 [19-37]) were included. Feelings of vulnerability and fear of dying were reported by 203 (54.4%) and 172 (46.1%) patients, respectively. The STAI-State score was 40 or greater in 192 patients (51.5%). Ninety-four patients (25.2%) had new organ failure. Feelings of vulnerability (odds ratio, 1.96 [95% CI, 1.12-3.43]; P=.02) and absence of fear of dying (odds ratio, 2.38 [95% CI, 1.37-4.17]; P=.002) were associated with new organ failure after adjustment for STAI-State score (≥40), SAPS II, and SOFA score. Conclusion Absence of fear of dying is associated with new organ failure within the first 7 days after ICU admission. Fear of dying may protect against subsequent deterioration by mobilizing patients’ homeostatic resources. ClinicalTrials.gov Identifier: NCT02355626

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Sagar, Sam S., David Lavallee, and Christopher M. Spray. "Why young elite athletes fear failure: Consequences of failure." Journal of Sports Sciences 25, no. 11 (September 2007): 1171–84. http://dx.doi.org/10.1080/02640410601040093.

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Wulandari, Febri, and Rinaldi. "THE RELATIONSHIP BETWEEN MINDFULNESS AND FEAR OF FAILURE IN STUDENTS WHO ARE WORKING ON A THESIS AT PADANG STATE UNIVERSITY." In Trend : International Journal of Trends in Global Psychological Science and Education 1, no. 2 (February 22, 2024): 61–70. http://dx.doi.org/10.62260/intrend.v1i2.108.

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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.

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Wulandari, Febri, and Rinaldi. "THE RELATIONSHIP BETWEEN MINDFULNESS AND FEAR OF FAILURE IN STUDENTS WHO ARE WORKING ON A THESIS AT PADANG STATE UNIVERSITY." In Trend : International Journal of Trends in Global Psychological Science and Education 2, no. 1 (February 22, 2024): 61–70. http://dx.doi.org/10.62260/intrend.v2i1.108.

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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.

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Firania Rohaeni and Farida Coralia. "Pengaruh Fear of Failure terhadap Prokrastinasi Akademik Mahasiswa Skripsi di Kota Bandung." Bandung Conference Series: Psychology Science 4, no. 1 (January 31, 2024): 289–95. http://dx.doi.org/10.29313/bcsps.v4i1.10036.

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Abstract. This research aims to identify the effect of fear of failure towards academic procrastination of final-year university students in Bandung city. It utilizes the fear of failure theory by Conroy and academic procrastination by Solomon and Rothblum. It employs a non-experimental quantitative approach using the causality study design to describe the scale of impact of the fear of failure variable towards academic procrastination. The total participants of this study are 334 final-year university students in Bandung. The study uses the Performance Failure Appraisal Inventory (PFAI) arranged and developed by Conroy and adapted by Bauzir for the measurement tool. It also uses the Thesis Writing Procrastination Scale (TW-PS) developed by Diniy Hidayatur Rahman. The result indicates the presence of the effect of fear of failure towards academic procrastination of final year university students in Bandung. The scale of this fear of failure effect towards academic procrastination is low for 18,2%. Abstrak. Penelitian ini bertujuan untuk mengetahui seberapa besar pengaruh fear of failure terhadap prokrastinasi akademik pada mahasiswa akhir di Kota Bandung. Peneliti menggunakan konsep teori dari Conroy untuk menjelaskan konsep fear of failure dan teori dari Solomon dan Rothblum untuk menjelaskan konsep prokrastinasi akademik. Penelitian ini menggunakan desain studi kausalitas untuk menjelaskan besar pengaruh variabel fear of failure terhadap variabel prokrastinasi akademik. Partisipan dalam penelitian ini berjumlah 334 mahasiswa skripsi di Kota Bandung. Alat ukur yang digunakan pada penelitian ini adalah Performance Failure Appraisal Inventory (PFAI) alat ukur yang disusun dan dikembangkan oleh Conroy dan diadaptasi oleh Bauzir, serta Thesis Writing Procrastination Scale (TW-PS) yang dikembangkan oleh Diniy Hidayatur Rahman. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh fear of failure terhadap prokrastinasi akademik pada mahasiswa skripsi di Kota Bandung. Pengaruh fear of failure terhadap prokrastinasi akademik rendah hanya 18,2%.

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Кочарян, Г. С. "Fear of Sexual Failure in Men." Health of Man, no. 3 (October 31, 2018): 8–12. http://dx.doi.org/10.30841/2307-5090.3.2018.155767.

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Martin, Andrew J., and Herbert W. Marsh. "Fear of Failure: Friend or Foe?" Australian Psychologist 38, no. 1 (March 2003): 31–38. http://dx.doi.org/10.1080/00050060310001706997.

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English, Peter, and Elaine Sutton. "Working with courage, fear and failure." Career Development International 5, no. 4/5 (July 2000): 211–15. http://dx.doi.org/10.1108/eum0000000005358.

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Halim, Stievan Kurniadi, Desman Hidayat, Yuli Eni, and Erick Fernando. "What is Entrepreneurial Fear of Failure?" Binus Business Review 14, no. 1 (December 19, 2022): 73–84. http://dx.doi.org/10.21512/bbr.v14i1.8658.

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Fear of Failure (FoF) is not exclusive to entrepreneurship. The concept is stemmed from behavioral studies in psychology. Although entrepreneurship is similar in a performative context, entrepreneurship measures of success still need to be defined. Uncertainties combined with social stigmas of entrepreneurial failure have significantly constrained the growth of entrepreneurship. The aim of the research was to map the literature regarding FoF in an entrepreneurial context. The research sought to understand how much the subject was known, how it was measured, and what factors influenced it. The research applied a systematic literature review study by adopting the PRISMA 2020 statement method and finding 41 articles that specifically studied the subject. It identified a growing interest in the subject, novel reconceptualization, and a few socio-cultural factors influencing FoF in the entrepreneurial context. Then, an experimental measurement scale was also developed. The analysis shows that many articles in FoF are exploratory, with the qualitative approach being the most utilized. Then, GEM data are the most used source in these studies. The research also identifies popular theories, sample regions, methods of measurement, and factors influencing FoF. The result concludes that the topic needs to be explored more, implying many potential areas and formative constructs for future research.

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Lee, Alethea Rachel Xi Ern, Zahari Ishak, Mansor Abu Talib, Yi Ming Ho, Kususanto Ditto Prihadi, and Abdul Aziz. "Fear of failure among perfectionist students." International Journal of Evaluation and Research in Education (IJERE) 13, no. 2 (April 1, 2024): 643. http://dx.doi.org/10.11591/ijere.v13i2.26296.

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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.

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Ouslis, Natasha, Audra Grace Quinn, and Natalie Allen. "A Fear of Failure Fallacy? How Team Innovation Beliefs and Performance Relate to Fear of Failure." Academy of Management Proceedings 2020, no. 1 (August 2020): 19940. http://dx.doi.org/10.5465/ambpp.2020.19940abstract.

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Molenaar, Bodile, Charlotte Willems, Jeanine Verbunt, and Mariëlle Goossens. "Achievement Goals, Fear of Failure and Self-Handicapping in Young Elite Athletes with and without Chronic Pain." Children 8, no. 7 (July 12, 2021): 591. http://dx.doi.org/10.3390/children8070591.

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Background: Pain is a common problem in elite athletes. This exploratory study compares goal orientations towards sport, fear of failure, self-handicapping and pain catastrophizing between active young elite athletes with and without chronic pain (CP) complaints (longer than three months). It examines the associations between chronic pain, fear of failure, goal orientations, self-handicapping and pain catastrophizing in young elite athletes. We explore how far goal orientation can be explained by these factors. Methods: Young elite athletes completed an online questionnaire. Data analysis: Independent samples t-test, correlational analyses and multivariate regression analyses. Results: Participants were 132 young elite athletes (mean 16 years); data for 126 were analyzed. A total of 47% reported current pain, of which 60% had CP. Adolescents with CP showed significantly more pain intensity, fear of failure, self-handicapping and mastery–avoidance goals than those without. Pain intensity was significantly related to fear of failure, self-handicapping, pain catastrophizing and mastery–avoidance. Self-handicapping and fear of failure contributed significantly to mastery–avoidance variance. Performance–avoidance and –approach goals were explained by fear of failure. Conclusion: CP was common, with sufferers showing more fear of failure and self-handicapping strategies, and being motivated to avoid performing worse (mastery–avoidance). Self-handicapping and fear of failure influenced mastery–avoidance orientation, and fear of failure explained part of performance–avoidance and –approach orientations. Longitudinal studies should explore the role of these factors in the trajectory of CP in these athletes.

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Al Farisi, Silmi Yaser, Ghea Amalia Arpandy, and Aziza Fitriah. "Hubungan Antara Fear of Failure dengan Perfeksionisme pada Mahasiswa." Jurnal Psikologi 1, no. 4 (July 2, 2024): 20. http://dx.doi.org/10.47134/pjp.v1i4.2818.

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Fase dewasa awal ditandai dengan keinginan kuat untuk mengembangkan hubungan bermakna dan dedikasi terhadap kegiatan yang dipilih. Dedikasi dan komitmen tinggi sering dikaitkan dengan perfeksionisme, yaitu kepribadian yang menuntut standar sangat tinggi dari diri sendiri atau orang lain. Perfeksionisme, terutama ketakutan tidak memenuhi harapan tinggi, dapat menjadi faktor fear of failure di kalangan mahasiswa. Fear of failure adalah ketakutan yang tidak rasional dan terus – menerus karena tidak dapat memenuhi ekspektasi, yang dapat menyebabkan masalah emosional dan psikologis. Penelitian ini bertujuan untuk mengetahui hubungan antara fear of failure dan perfeksionisme pada mahasiswa. Desain korelasional kuantitatif digunakan dengan pengumpulan data menggunakan kuesioner dari mahasiswa di empat universitas terbesar di Banjarmasin. Analisis menggunakan korelasi Spearman menunjukkan adanya korelasi positif yang signifikan antara perfeksionisme dan fear of failure (ρ = 0,446, p-value < 0,01). Hasil penelitian menunjukkan bahwa fear of failure dan perfeksionisme memiliki keterkaitan yang signifikan pada mahasiswa. Mahasiswa dengan fear of failure tinggi cenderung memiliki tingkat perfeksionisme yang tinggi. Penelitian ini menyoroti pentingnya pemahaman dan manajemen fear of failure serta perfeksionisme dalam meningkatkan kinerja akademik dan kesejahteraan mahasiswa.

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Nurbaiyana, Kurniati Zainuddin, and Eka sufartianingsih Jafar. "Pengaruh Persepsi Harapan Orang Tua Dengan Fear Of Failure Pada Mahasiswa tingkat Akhir Fakultas Psikologi Universitas Negeri Makassar." PESHUM : Jurnal Pendidikan, Sosial dan Humaniora 3, no. 2 (February 21, 2024): 416–26. http://dx.doi.org/10.56799/peshum.v3i2.3129.

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Fear of failure merupakan perasaan cemas yang dialami oleh individu sehingga berpengaruh pada menurunnya kepercayaan diri dan cenderung menghindari situasi-situasi yang berhubungan dengan kemungkinan terjadinya kegagalan. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh persepsi harapan orang tua dengan fear of failure pada Mahasiswa Tingkat Akhir. Responden penelitian ini berjumlah 186 Mahasiswa Tingkat Akhir Fakultas Psikologi Universitas Negeri Makassar dan sedang memprogramkan skripsi. Alat ukur yang digunakan adalah Performace Failure Appraisal Inventory (PFAI) untuk mengukur variabel fear of failure dan Perception of Parental Expectation Inventory untuk mengukur variabel persepsi harapan orang tua. Penelitian ini menggunakan teknik analisis uji regresi linear sederhana. Hasil Penelitian menunjukkan bahwa koefisien korelasi fear of failure dengan persepsi harapan orang tua sebesar 0,188 ( 18,8%) yang dapat diartikan bahwa terdapat pengaruh antara variabel Persepsi harapan orang tua terhadap variabel Fear of failure tapi tidak bersifat kuat karena hanya 18,8% . Sementara itu, koefisien determinan memiliki nilai sebesar 0,035 yang artinya persepsi harapan orang tua hanya memberikan pengaruh sebesar 3,5% terhadap fear of failure, sedangkan 96,5% dipengaruhi oleh faktor lainnya. Dampak dari penelitian ini sebagai salah satu sumber referensi yang dapat memberikan kontribusi kepada orang lain mengenai fear of failure dan persepsi harapan orang tua.

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Kim, Sunmi, and Eunjoo Oh. "The Effect of Socially Prescribed Perfectionism of High School Students on Academic Procrastination: Moderated Mediation of Social Supports by Fear of Failure." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 10 (May 31, 2024): 147–66. http://dx.doi.org/10.22251/jlcci.2024.24.10.147.

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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.

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Nefzi, Nabiha. "Fear of Failure and Entrepreneurial Risk Perception." International Journal of Entrepreneurial Knowledge 6, no. 2 (December 1, 2018): 45–58. http://dx.doi.org/10.2478/ijek-2018-0013.

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Abstract The present study provides an understanding of the role of fear of failure in entrepreneurial decision making by examining the mediating role of appraisal dimensions through the study of the impact of fear (state and trait) on entrepreneurial risk perception and using the cognitive-motivational-relational process and the Appraisal Tendencies Framework as based theories. Using a sample of students, we confirmed that trait fear is significantly related with higher entrepreneurial risk perception and this relation is mediated by cognitive appraisal dimensions especially the certainty theme. The same relationship is not confirmed for the state fear, even the statistical difference between students in entrepreneurial risk perception due to state fear condition.

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Coutinho, Patrícia, Cristiana Bessa, Cláudia Dias, Isabel Mesquita, and António M. Fonseca. "Unveiling Players’ Perceptions of Mother- and Father-Initiated Motivational Climates and Fear of Failure in Youth Male Team Sports." Sports 12, no. 9 (September 4, 2024): 244. http://dx.doi.org/10.3390/sports12090244.

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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.

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Schouwenburg, Henri C. "Procrastinators and fear of failure: an exploration of reasons for procrastination." European Journal of Personality 6, no. 3 (September 1992): 225–36. http://dx.doi.org/10.1002/per.2410060305.

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Procrastination, the act or tendency of putting things off that should be done today until tomorrow, has recently become a field of interest in the study of academic underachievement. In constructing tests for the measurement of procrastination, and in comparing test scores with self‐attributions of reasons for procrastination, an unexpected discrepancy has been observed between fear of failure as a prominent reason for procrastination and test fear of failure being unrelated to procrastination. This study was meant to clarify this discrepancy. Students who procrastinate generally endorse many reasons for procrastination simultaneously. For some relatively homogeneous groups of students fear of failure is one of these reasons. Other groups of students do not attribute procrastination to fear of failure at all. For the sample as a whole, procrastination and fear of failure appear unrelated. However, trait procrastination and fear of failure may interact and result in increased levels of actualprocrastinatory behaviour.

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Renli, Aeron, and Andi Wijaya. "WHAT STOPS YOU FROM STARTING YOUR OWN BUSINESS? A STUDY CONDUCTED ON STUDENTS OF THE ECONOMY AND BUSINESS FACULTY AT UNIVERSITAS TARUMANAGARA." International Journal of Application on Economics and Business 1, no. 4 (November 28, 2023): 2736–53. http://dx.doi.org/10.24912/ijaeb.v1i4.2736-2753.

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The purpose of this research is to find the effect of perceived loss of financial resources, perceived loss of customer demand, and perceived loss of social support on fear of failure and negative emotion and the influence of fear of failure and negative emotion on entrepreneurial behavior tendency. This research uses non-probability sampling with purposive samples method to obtain 75 students of Faculty of Economics and Business in Universitas Tarumanagara as respondents in this research. The data is collected online through Google Forms. Data collected is processed with partial least square structural equation modeling (PLS-SEM) using SmartPLS 4 software. This research shows that perceived loss of financial resources is positively and significantly influenced both fear of failure and negative emotion, perceived loss of customer demand is positively and insignificantly influenced both fear of failure and negative emotion, perceived loss of social support positively and significantly influenced fear of failure, perceived loss of social support positively and insignificantly influenced negative emotion, fear of failure positively and significantly influenced negative emotion, and both fear of failure and negative emotion are positively and insignificantly influenced entrepreneurial behavior tendency.

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Leonte, Roxana-Elena. "Relationship between Achievement Goal Orientation, Fear of Failure and Academic Performance." Educatia 21, no. 26 (December 21, 2023): 131–38. http://dx.doi.org/10.24193/ed21.2023.26.14.

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There is considerable empirical support for the study of factors that positively or negatively influence academic performance, including achievement goal orientation and fear of failure. According to research, fear of failure can, in some situations, threaten students' academic performance by affecting their engagement in learning activities. If remedial action is not taken to reduce it, this can affect students academic future. At the same time, earlier research has indicated that fear of failure influences thenature of achievement goals that students pursue. Nevertheless, there is a scarcity of studies that have explored the connection interplay between learning goal orientation, the fear of failure, and academic achievement. Based on data from 120 university students, we conducted correlational analyses to test the relationships between achievement goal orientation, fear of failure and academic performance. The findings showed significant correlations between fear of failure and mastery-avoidance goal, as well as between students' academic performance. Pedagogical implications and future research directions were discussed.

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Hidajat, Helga Graciani, Resi Shaumia Ratu Eka Permata, Retno Sulistiyaningsih, and Flavia Aurelia Hidajat. "I'M AWARE OF MY GOAL ORIENTATION, MY FEAR OF FAILURE WILL DECREASE!: THE EFFECT OF LEARNING AWARENESS RELATED TO GOAL ORIENTATION ON FEAR OF FAILURE." JURNAL NALAR PENDIDIKAN 11, no. 2 (December 30, 2023): 139. http://dx.doi.org/10.26858/jnp.v11i2.53835.

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The problem that still occurs today is the fear of failure among students. This research aims to examine the effect of learning awareness related to goal orientation on fear of failure. This research method uses quantitative research with structural equation modeling (SEM) analysis to test the effect of learning awareness related to goal orientation on fear of failure. The subjects of this research were 408 students in Indonesia. This research instrument uses a modified goal orientation scale to measure learning awareness related to goal orientation and a modified achievement anxiety scale to measure fear of failure related to achievement anxiety. This research instrument was declared valid and reliable. The results of this research show that awareness of goal orientation will reduce fear of failure. Awareness of goal orientation can reduce fear of failure because students who have an awareness of goals make goals the main focus in the learning process; monitoring and evaluating the process of academic and learning failure; and encourage to determine the path to achieving goals.

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Kim, Sun-Jung, Hyun-Cheol Lim, and Sang-Mi Kim. "Effects of Fear of Failure and Positive Psychological Capital on Restart Intentions and Entrepreneurial Behavior of Closed Restaurant Small Business." Foodservice Management Society of Korea 27, no. 1 (February 28, 2024): 53–75. http://dx.doi.org/10.47584/jfm.2024.27.1.53.

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This study examined the effects of fear of entrepreneurial failure on restart intention and entrepreneurial behavior and the effects of positive psychological capital on entrepreneurial intention and entrepreneurial behavior to help failed restaurant small business owners restart their businesses. A total of 482 Questionnaires were used for this study. The results are as follow: First, among the fears of entrepreneurial failure of closed restaurants, the fear of career loss has a negative effect on the intention to restart. However, the fear of financial and psychological loss was not significant. Second, among the positive psychological capital of closed restaurants, hope and resilience were found to have a significant positive effect on the intention to restart, but self-efficacy was not significant. Third, intention to restart a new business has no significant positive effect on entrepreneurial behavior.

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Priyaningtyas, Shafaa Hanuun, and Rahmah Saniatuzzulfa. "PERAN SELF COMPASSION DALAM MEMEDIASI HUBUNGAN ANTARA FEAR OF FAILURE DENGAN STUDENT ENGAGEMENT." Jurnal Psikologi 17, no. 2 (2024): 328–39. https://doi.org/10.35760/psi.2024.v17i2.11165.

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Student engagement involves student responsibility in the lecture process which can be influenced by fear of failure, in this relationship there is self-compassion that can bridge. Students with high fear of failure, but high self-compassion make it possible to manage the negative impact of fear of failure and ultimately student engagement increases. This study aimed to determine the role of self-compassion in mediating the relationship between fear of failure and student engagement. The sample in this study was 384 students who were taken using the convenience sampling technique. Data were collected using three scales, namely the student engagement scale, the self-compassion scale, and the fear of failure scale. Data analysis was conducted using mediation analysis with JASP to test the mediating role of self-compassion and PROCESS analysis to see the dynamics of the relationship between the three variables in more detail. The mediation analysis results showed a significant relationship between fear of failure and student engagement in Sebelas Maret University students through self-compassion. The mediating role of self-compassion provides a greater influence than the direct effect. Increasing fear of failure allows a decrease in self-compassion. Furthermore, an increase in self-compassion allows for an increase in student engagement.

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Yıldırım, Murat, Ömer Kaynar, Francesco Chirico, and Nicola Magnavita. "Resilience and Extrinsic Motivation as Mediators in the Relationship between Fear of Failure and Burnout." International Journal of Environmental Research and Public Health 20, no. 10 (May 20, 2023): 5895. http://dx.doi.org/10.3390/ijerph20105895.

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Athletes with fear of failure are at risk of developing the symptoms of a wide range of psychological problems, including burnout. Understanding the risks and protective factors of athletes’ psychological health is an essential step in tailoring strategies and interventions to promote athletes’ psychological and mental health. This study examined the mediating roles of resilience and extrinsic motivation in the relationship between fear of failure and burnout among Turkish athletes. The study included 335 young athletes (93.4% males) whose ages ranged from 18 to 55 years (M = 24.95, SD = 8.22). Participants completed the self-reported measures of fear of failure, resilience, extrinsic motivation, and burnout. The analysis revealed that fear of failure had significant predictive effects on resilience, extrinsic motivation, and burnout. Resilience and extrinsic motivation also had significant predictive effects on burnout. The mediation analysis results showed that both resilience and extrinsic motivation partially mediated the effect of fear of failure on athlete burnout. The findings of the study provide a better insight into the underlying mechanisms between fear of failure and athlete burnout by considering resilience and extrinsic motivation as mediators. These results suggest that the adverse impact of fear of failure on athlete burnout can be mitigated by cultivating resilience and hindering extrinsic motivation.

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Manganello, Joseph L., Thomas K. Carlson, Deirdre L. Zarrillo, and Richard C. Teevan. "Relationship between Hypnotic Susceptibility, Fear of Failure and Need for Achievement." Psychological Reports 56, no. 1 (February 1985): 239–42. http://dx.doi.org/10.2466/pr0.1985.56.1.239.

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21 men were administered a modified version of Murray's (1938) Thematic Apperception Test (TAT) to measure fear of failure and need for achievement. Hypnotic susceptibility was then tested using the Harvard Group Scale, Form A. The prediction that those subjects high in fear of failure would be less susceptible than those in low fear of failure was supported. No relationship was found between need for achievement and hypnotic susceptibility, supporting previous findings. The results were discussed in terms of the dimensions of fear of failure which would lead to low susceptibility.

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Conroy, David E., Jason P. Willow, and Jonathan N. Metzler. "Multidimensional Fear of Failure Measurement: The Performance Failure Appraisal Inventory." Journal of Applied Sport Psychology 14, no. 2 (January 2002): 76–90. http://dx.doi.org/10.1080/10413200252907752.

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Fathima, Shabiha, Hannah Jose, Aleena Rachu Alex, Tini Joseph, Nithya B Nair, Febin George Jacob, and Jikku Mariam John. "Procrastination, Fear of Failure and Personality of College Students." International Journal of Research Publication and Reviews 03, no. 12 (2022): 2567–70. http://dx.doi.org/10.55248/gengpi.2022.31285.

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Procrastination and the fear of failure have been linked to major issues with achievement and health. To forecast how an individual may experience and interpret procrastination and fear of failure, this study attempts to analyse the relationship between procrastination and fear of failure with the big five personality traits. College student’s procrastination, fear of failure and personality traits were assessed using the procrastination scale, the PFAI inventory and the Ten Item Personality Inventory (TIPI) respectively. A sample of 176 was selected using the convenience sampling technique. The data collected using google forms were analysed based on a correlational research design. According to the present study, procrastination and fear of failure were found to be highly correlated with the Big Five personality traits. The limitations and suggestions for additional research were discussed.

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Moreno-Murcia, Juan Antonio, Elisa Huéscar Hernández, Luis Conte Marín, and Juan L. Nuñez. "Coaches’ Motivational Style and Athletes’ Fear of Failure." International Journal of Environmental Research and Public Health 16, no. 9 (May 4, 2019): 1563. http://dx.doi.org/10.3390/ijerph16091563.

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Background: The purpose of this study was to examine the relationship between coaches’ interpersonal style and fear of failure in athletes. Methods: A sample of 340 athletes at the Federation Level with a mean age of 18.96 years (SD = 5.69 years.) comprised the sample. Athletes completed questionnaires related to fear of failure in sports as well as their perceptions of the extent to which their coaches provided support for athlete autonomy and control. Results: The results revealed a significant and positive relationship between coaches’ controlling style and athletes’ fear of failure whereas coach autonomy support was associated with reduced fear of failure. Through the use of cluster analysis, two athlete profiles emerged. One profile indicated moderate levels of fear of failure among those athletes who perceived a controlling coaching style. The second profile revealed a cluster of athletes with low levels of fear of failure and favorable perceptions of coach support for athlete autonomy. Conclusions: These findings provide further evidence for the role of coaches as social influences capable of contributing to both adaptive and maladaptive psychological outcomes for athletes in sports.

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Kim, Seyoung, and Naya Choi. "The Relationships between Children’s Ego Function and Fear of Negative Evaluation Affecting Academic Failure Tolerance in Early School Age: Analysis by Grade Level Considering Sustainability of Academic Motivation." Sustainability 12, no. 5 (March 2, 2020): 1888. http://dx.doi.org/10.3390/su12051888.

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This study identified the relational paths between children’s ego function and fear of negative evaluation affecting academic failure tolerance across three grades. The ego function consisted of four factors: competence, initiative, resilience, and sociality. In total, data of 872 elementary school students (Grade 1–3) in South Korea were collected through parent-reported questionnaires. Results reflected various paths between these variables. Firstly, in all three grades, greater initiative and resilience and less fear of negative evaluation resulted in higher tolerance for academic failure. In particular, fear of negative evaluation was found to fully mediate the effect of academic failure tolerance on resilience. Secondly, notable differences in paths were found among grade levels. For first grade students, competence lowered the fear of negative evaluation and academic failure tolerance. For second grade students, initiative had an indirect effect on academic failure tolerance through fear of negative evaluation. For third grade students, sociality lowered the fear of negative assessment and increased academic failure tolerance. Fear of negative evaluation partially mediated the relationship between first graders’ competence, second graders’ initiative, and third graders’ sociality and academic failure tolerance. Conclusively, children’s ego function is an important factor affecting academic failure tolerance, and the fear of negative evaluation mediates the relationship between the two variables. The four factors of ego have been found to have a different impact on each grade level. In consideration of effectiveness and sustainability, viable methods of psychological intervention to improve children’s academic motivation, specifically created to meet the needs of children at each grade level, are necessary. This study is meaningful in that it provides applicable results for sustainability-based psychological interventions to improve children’s academic failure tolerance.

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Siregar, Hirmar Waki Omnihara, Sri Millfayetty, and Hasanuddin Hasanuddin. "Perfectionism and academic procrastination in students working on their thesis at University X in Medan City: The role of fear of failure as a mediator." Jurnal Psikologi Terapan dan Pendidikan 6, no. 2 (December 21, 2024): 119–29. https://doi.org/10.26555/jptp.v6i2.29090.

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Students face significant academic demands when completing their final projects, which often leads to feelings of reluctance and postponement to do the final project. This study aims to examine the role of fear of failure as a mediator in the relationship between perfectionism on the procrastination among students working on their theses. Employing a quantitative approach, this research utilizes a cross-sectional study method. The sampling technique applied in this study is cluster random sampling, involving a total of 358 participants from one of the universities in Medan City. The research instruments used include the APS-S scale, the multidimensional perfectionism scale, and the fear of failure scale. The results of mediation analysis using Structural Equation Modelling (SEM) with the PLS-SEM 3.0 program showed that fear of failure significantly mediated the influence of perfectionism on academic procrastination in students with t-Statistic= 8.866>1.96 and p-Values=0.000<0.05. These findings imply that fear of failure amplifies the tendency of perfectionist students to avoid situations that may lead to mistakes or failures, consequently resulting in delays in completing their theses. It is better for them to develop a growth mindset by shifting the focus from outcomes to the learning process and setting realistic goals will help students reduce academic procrastination.

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Karim, Nur Fauziah, Minarni, and Syahrul Alim. "Can fear of failure predict academic procrastination? A study of Indonesian university students." INSPIRA: Indonesian Journal of Psychological Research 2, no. 2 (January 13, 2022): 105–12. http://dx.doi.org/10.32505/inspira.v2i2.3402.

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This study aims to determine the ability of fear of failure in predicting academic procrastination in students in Indonesia by involving 428 respondents (male = 52.63%). The instruments used are the academic procrastination scale and the fear of failure scale. Analysis of this research data uses a simple linear regression technique. This study showed that fear of failure affected academic procrastination significantly with a contribution value of 38.6% positive direction, while 61.4% was influenced by other factors not studied. Research confirms that students with high levels of fear of failure tend to have high levels of academic procrastination and vice versa

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Hayati, Marzieh, Gholamreza Ahmadi, Shahab Lotfinia, Seyed Morteza Hosseini, and Seyedeh Elnaz Mousavi. "Cognitive Failure and Fear of COVID-19." Practice in Clinical Psychology 11, no. 1 (January 4, 2023): 1–8. http://dx.doi.org/10.32598/jpcp.11.1.627.2.

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Objective: In this study, the authors seek to investigate the relationship between cognitive impairment and fear of COVID-19. Among the residents of Tehran Province, Iran, 415 people were selected through the available sampling method. Methods: The research data was obtained through online questionnaires that were distributed to participants via platforms, such as Instagram, WhatsApp, and Telegram. Broadbent’s cognitive failure questionnaire and the scale of fear of COVID-19 were used in this study. The obtained data were analyzed by the independent t test and stepwise regression. Results: According to the findings, the relationship between following COVID-19 news and the fear of COVID-19 is negative. Also, a positive and significant relationship exists between memory error and fear of COVID-19. Also, the standard coefficients show that despite the direction of the effect, both variables have the same power to change the dependent variable. Conclusion: The findings showed that the subscale of memory (forgetfulness) predicts the fear of COVID-19, and the existence of memory problems, false triggering, and distractibility, which are components of cognitive failure, decrease individuals’ mental health.

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Salcuni, Silvia, Daniela di Riso, Claudia Mazzeschi, and Adriana Lis. "Children's Fears: A Survey of Italian Children Ages 6 to 10 Years." Psychological Reports 104, no. 3 (June 2009): 971–88. http://dx.doi.org/10.2466/pr0.104.3.971-988.

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The aim of this study was to explore children's fears. The article reports on average factor scores of a study carried out in Italy using the Fear Survey Schedule for Children (here, the “Fear Survey”; Ollendick, 1983) with normal 6- to 10-yr.-old children (931 girls, 914 boys). Participants were 1,845 children, recruited in mainstream classrooms. Respondents were asked to complete the schedule indicating their fears and the intensity of such fears. A principal components analysis yielded a four-factor structure (1: Death and Danger, 2: Injury and Animals, 3: Failure and Criticism, 4: Fear of the Unknown). Average factor scores showed significant differences across the factors and according to sex and age. Girls reported significantly higher fearfulness than boys. Age differences were found on some factors.

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Seong, Da In, and Hansori Jang. "The Effect of Perfectionism on Academic Procrastination Behavior in College Students: Controlled Mediating Effects of the Desire for Recognition through Fear of Failure." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 21 (November 15, 2024): 257–73. http://dx.doi.org/10.22251/jlcci.2024.24.21.257.

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Objectives The purpose of this study is to verify the mediating effect of the desire for recognition through fear of failure in the relationship between perfectionist self-presentation and academic delay behavior in college students. Methods For this purpose, an online survey was conducted on 252 four-year college students nationwide from December 20, 2023, to January 20, 2024, and Process Macro Model 4 of the SPSS 28.0 program was applied to verify the mediating effect of fear of failure in the relationship between perfectionist self-presentation and academic delay behavior, and Model 14 was applied to verify the controlled mediating effect of the need for recognition. Results The main results of analyzing the collected data are as follows. First, it was found that there was a significant positive correlation between perfectionist self-presentation, fear of failure, academic delay behavior, and desire for recognition. Second, as a result of analyzing the mediating effect of fear of failure in the path of perfectionist self-presentation to academic delay behavior, it was found that fear of failure completely mediated perfectionist self-presentation and academic delay behavior. Third, it was found that the desire for recognition had a moderating effect in the relationship between fear of failure and academic delay behavior. Conclusions Perfectionism self-presentation affects academic delay behavior through fear of failure, and this effect can be controlled through the desire for recognition. In other words, in the case of clients with high perfectionism self-presentation, it suggests that the intervention using the desire for recognition along with the intervention for fear of failure can be effective in alleviating academic delay behavior.

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Greenfeld, Norman, and Richard C. Teevan. "Fear of Failure in Families without Fathers." Psychological Reports 59, no. 2 (October 1986): 571–74. http://dx.doi.org/10.2466/pr0.1986.59.2.571.

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165 students in introductory psychology were administered a modified TAT task scored for Fear of Failure using procedures developed by Birney, et al., in 1969. Significant differences in scores on Fear of Failure were reported between students in two-parent homes and those from father-absent homes. Differences in Fear of Failure scores were largest between intact families and those families where the father had died and next largest between intact families and father-absence due to divorce or separation, with greater effect of father's absence on the lives of boys than of girls.

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Journal articles on the topic 'Fear of failure'

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