Examining the Relationship between Fear of Failure and Academic Motivation

Authors: Raisa HantoutDoino, Barbie Shaffer, Wren LaRocque, Keely Massey, Christopher Winters, Marissa Smith

SUNY Campus: Columbia-Greene Community College

Presentation Type: Poster

Location: Old Union Hall

Presentation #: 37

Timeslot: Session C 1:45-2:45 PM

Abstract: Fear of failure has been shown to significantly influence academic behaviors, often leading to negative outcomes such as increased procrastination (Zarrin, Gracia, Esther, & Paixão, 2020), decreased homework completion (Regueiro, Núñez, Valle, Piñeiro, & Rodríguez, 2016), and greater self-handicapping behaviors (Schwinger et al., 2022). Despite these findings, gaps remain in understanding the nuances between fear of failure and academic success. Prior research suggests that different types of fear of failure, such as fear of embarrassment or fear of disappointing others, may differentially impact academic motivation (Bartels & Ryan, 2013). Additionally, cross-cultural studies indicate that fear of failure can have varied effects on academic outcomes depending on whether students maintain a strong success orientation (De Castella, Byrne, & Covington, 2013). The present study sought to examine the relationship between fear of performance failure and academic motivation, including intrinsic, extrinsic, and amotivation-related factors, while also considering demographic influences such as age, gender, and stress levels. Results revealed a significant positive correlation between performance failure and extrinsic motivation, while no significant associations were found with intrinsic motivation or amotivation. Age was positively correlated with intrinsic motivation and negatively correlated extrinsic motivation. Additionally, an independent samples t-test revealed a significant gender difference in extrinsic motivation, with females scoring higher than males.