Dissertation Reading Notes
Fear of failure among a sample of Jordanian undergraduate students -
Ziad M Alkhazaleh/Ahmad M Mahasneh - Department of Educational Psychology, Faculty of Education
Sciences, The Hashemite University, Zarqa, Jordan
- Determine level of FOF among students, difference between FOF between sexes
- McClelland4 has stated that the typical age at which failure avoidance motivation develops is
between 5 years and 9 years.
- Factors consisted of gender and GPA and course/uni as well as across year groups, Year1-4
- FoF was assessed using the Performance Failure Appraisal Inventory (PFAI), which consists of 25
items measuring belief associated with aversive consequences of failure
- FSE, fear of experiencing shame and embarrassment; FDSE, fear of devaluing one’s self-
esteem; FUF, fear of having an uncertain future; FIOLI, fear of important others losing
interest; FUIO, fear of upsetting important others.
- Results - FOF was higher in females than males
-
Mental health and academic failure among first-year university students in South Africa
(Bantjes et al., 2020/21)
- Academic performance is consistently associated with sociodemographic factors, including
socioeconomic status (SES) parents’ level of education, ethnicity, and gender. Students from
families of low SES and those with parents who have lower levels of education are more likely
than their peers to fail and dropout of university (Stratton et al., 2007)
- Impairments such as ADHD
- It is noteworthy that male first-year students were 1.5 times more likely to fail compared with
females, even when controlling for the effects of other socioeconomic variables and CMDs. This
finding is consistent with the literature describing a so-called ‘gender crisis’ in education
- Our data draw attention to the importance of considering factors such as mental health, gender,
and being a first-generation student, when seeking to understand the dynamics of academic
attainment in SA. Crucially, our data suggest that integral to addressing this educational crisis is
the need to consider students’ mental health and prioritise campus-based student health
services.
Achievement among first-year university students: an integrated and contextualised approach
Author(s): De Clercq, 2013
-
- This paper presents a prospective study aimed at identifying the predictors of academic
achievement among first-year university students. It tries to develop an inclusive view of
academic achievement by taking into account the possible differential impact of several
predictors in two different faculties of the university. Som
, - e 317 university students from the two faculties (science and physical education), who were in
their first year at university, participated in the study. During the academic year, these students
completed a questionnaire. The outcome variable was their average academic mark at the end
of the year. Multiple regression analyses were performed to identify the most powerful
predictors of achievement. The results showed that past school failure, parental education and
self efficacy beliefs predicted achievement in both programs. Age, secondary-school specialisa
tion, reasons for choosing the program, deep processing, time spent studying and intention to
persist have also been highlighted as significant predictors of success, but only in one of the two
faculties. Self-efficacy was the most powerful predictor of achievement in physical education
courses, whereas intention to persist was the most powerful predictor in science. These results
show the importance of adopting an integrated and contextualised approach to exploring the
predictors of academic achievement at university
- Factors - Study choice, parental education, gender, age, failure at secondary school, attendance,
study time, engagement
Jackson 2021 - Learning from failure
- STEM Study
- Key findings highlight varied interpretations of failure, even in design, student reactions to
failure experiences, failure as a mechanism to uncover key concepts and promote reflection,
and the importance of a safe climate for encountering failure
- Research questions - used a range of studies from elementary school to undergrads
- Thematic synthesis - varied meanings of failure, positive and negative reactions to failure
experiences, failure can induce thoughtfulness and problem-solving, implications for the
classroom climate and communication about failure
Murray 2014
- Students and drop-out rates
- Socioeconomic status, race, gender, poverty
- Comparing the graduation and the dropout rates
- Length of time it takes students to drop out of their studies which may be in regard to their
financial status or race
- A student can be given a lighter load in a given semester to help them deal with their studies
better
Patel et al 2015 - self regulated learning
- Students who engage in self-regulated learning are more likely to achieve academic success
compared to students who don’t compete in SRL and struggle academically
- Interviews with 55 students who had failed the final resit assignment
- This study identified that struggling students had problems with SRL, which caused them to
enter a cycle of failure as a result of their limited attempts to access formal and informal
support. Implications for how medical schools can create a culture that supports the seeking of
Fear of failure among a sample of Jordanian undergraduate students -
Ziad M Alkhazaleh/Ahmad M Mahasneh - Department of Educational Psychology, Faculty of Education
Sciences, The Hashemite University, Zarqa, Jordan
- Determine level of FOF among students, difference between FOF between sexes
- McClelland4 has stated that the typical age at which failure avoidance motivation develops is
between 5 years and 9 years.
- Factors consisted of gender and GPA and course/uni as well as across year groups, Year1-4
- FoF was assessed using the Performance Failure Appraisal Inventory (PFAI), which consists of 25
items measuring belief associated with aversive consequences of failure
- FSE, fear of experiencing shame and embarrassment; FDSE, fear of devaluing one’s self-
esteem; FUF, fear of having an uncertain future; FIOLI, fear of important others losing
interest; FUIO, fear of upsetting important others.
- Results - FOF was higher in females than males
-
Mental health and academic failure among first-year university students in South Africa
(Bantjes et al., 2020/21)
- Academic performance is consistently associated with sociodemographic factors, including
socioeconomic status (SES) parents’ level of education, ethnicity, and gender. Students from
families of low SES and those with parents who have lower levels of education are more likely
than their peers to fail and dropout of university (Stratton et al., 2007)
- Impairments such as ADHD
- It is noteworthy that male first-year students were 1.5 times more likely to fail compared with
females, even when controlling for the effects of other socioeconomic variables and CMDs. This
finding is consistent with the literature describing a so-called ‘gender crisis’ in education
- Our data draw attention to the importance of considering factors such as mental health, gender,
and being a first-generation student, when seeking to understand the dynamics of academic
attainment in SA. Crucially, our data suggest that integral to addressing this educational crisis is
the need to consider students’ mental health and prioritise campus-based student health
services.
Achievement among first-year university students: an integrated and contextualised approach
Author(s): De Clercq, 2013
-
- This paper presents a prospective study aimed at identifying the predictors of academic
achievement among first-year university students. It tries to develop an inclusive view of
academic achievement by taking into account the possible differential impact of several
predictors in two different faculties of the university. Som
, - e 317 university students from the two faculties (science and physical education), who were in
their first year at university, participated in the study. During the academic year, these students
completed a questionnaire. The outcome variable was their average academic mark at the end
of the year. Multiple regression analyses were performed to identify the most powerful
predictors of achievement. The results showed that past school failure, parental education and
self efficacy beliefs predicted achievement in both programs. Age, secondary-school specialisa
tion, reasons for choosing the program, deep processing, time spent studying and intention to
persist have also been highlighted as significant predictors of success, but only in one of the two
faculties. Self-efficacy was the most powerful predictor of achievement in physical education
courses, whereas intention to persist was the most powerful predictor in science. These results
show the importance of adopting an integrated and contextualised approach to exploring the
predictors of academic achievement at university
- Factors - Study choice, parental education, gender, age, failure at secondary school, attendance,
study time, engagement
Jackson 2021 - Learning from failure
- STEM Study
- Key findings highlight varied interpretations of failure, even in design, student reactions to
failure experiences, failure as a mechanism to uncover key concepts and promote reflection,
and the importance of a safe climate for encountering failure
- Research questions - used a range of studies from elementary school to undergrads
- Thematic synthesis - varied meanings of failure, positive and negative reactions to failure
experiences, failure can induce thoughtfulness and problem-solving, implications for the
classroom climate and communication about failure
Murray 2014
- Students and drop-out rates
- Socioeconomic status, race, gender, poverty
- Comparing the graduation and the dropout rates
- Length of time it takes students to drop out of their studies which may be in regard to their
financial status or race
- A student can be given a lighter load in a given semester to help them deal with their studies
better
Patel et al 2015 - self regulated learning
- Students who engage in self-regulated learning are more likely to achieve academic success
compared to students who don’t compete in SRL and struggle academically
- Interviews with 55 students who had failed the final resit assignment
- This study identified that struggling students had problems with SRL, which caused them to
enter a cycle of failure as a result of their limited attempts to access formal and informal
support. Implications for how medical schools can create a culture that supports the seeking of
