How does fear of failure impact students? Does it impact some groups more than others? This study explores these questions in depth. Cai and Jiang (2024) set out to examine how fear of failure predicts academic achievement (classroom success), and whether this relationship is shaped by socioeconomic status (SES) and gender.

They used a cross-sectional design to explore the universality of the relationship between fear of failure, SES, gender, and achievement. Data came from the Programme for International Student Assessment (PISA) database, which included information from 536,741 fifteen-year-old students across 77 economies. The dataset provided test scores in math, reading, and science, along with detailed student background data. Fear of failure was measured by three self-report statements rated on a four-point scale (e.g., “When I am failing, I am afraid that I might not have enough talent”) and SES was measured by three indicators: home possessions, parental education, and parental occupation.

The results indicated that fear of failure positively predicted achievement across all three academic domains: reading, mathematics, and science. Additionally, students’ socioeconomic status (SES) positively predicted fear of failure, while gender predicted it negatively, with female students reporting higher levels of fear than male students. SES also positively moderated the relationship between fear of failure and achievement, meaning that students from higher-SES backgrounds were more likely to turn fear of failure into academic success. In contrast, gender negatively moderated this relationship, indicating that female students benefitted more from fear of failure than their male peers in terms of academic outcomes.

This study offers insight into the potential positive effects of fear of failure. Based on these findings, we can begin to destigmatize fear and acknowledge both its motivating and limiting effects. Educators can play a role in helping more disadvantaged students learn to channel fear in ways that support academic success.

At EPIC, future research can build on these findings by examining the potential effects of other factors such as grade level, age, immigration status, and religious affiliation on the relationship between fear of failure and achievement. Understanding the influence of these variables can contribute to failure research and guide educational interventions.

If you are interested in reading more about Cai and Jiang’s study, visit the following link: https://www.sciencedirect.com/science/article/pii/S1041608024000347?casa_token=2x378xao1RcAAAAA:4D6iF_Qc1pzdM1GlUO4FfRB542VcpqBLbw_eD7FkwhVjnFVGGnTrsWSEa-Yx6pJ66WYJId0P

This post is written by Akhil Kotha.

Reference:

Cai, Y., & Jiang, Z. (2024). Female students and students from more affluent families benefit more from fear of failure in learning achievements: A study based on 77 economies. Learning and Individual Differences, 111, 102441.