Session Information
09 SES 04 B, Attitudes and Behaviors Affecting Student Performance
Paper Session
Contribution
Achievement motivation researchers underline that students can have different reasons to orient their energy for the same task. For instance, while the idea of being successful makes some people be motivated, fear of failure makes others be motivated (Gastorf& Teewan, 1980). Fear of failure can be shortly defined as people’s orientation of their energy to avoid a negative possibility (Elliot& Shledon, 1997; Elliot, 1999). Fear of failure can emerge from how people define and perceive failure in an achievement situation. Besides that, it is directly related to people’s self evaluation and their opinions about others’ evaluation of them after the failure (Heckhausen, 1991). In other words, a failure can be expounded as an event which make people sense shame or belittled in the eyes of peers (Conroy, Willow, and Metzler, 2002; Elliot, Shell, Henry, & Maier, 2005).
Researchers investigated fear of failure as one dimensional construct in the past. However, nowadays some researchers suggest conceptualizing fear of failure as a multidimensional construct (Sagar& Lavallee, 2010). For example, Birney, Burdick, and Teevan (1969) proposed a three dimensional fear of failure model. The model includes a) fear of devaluing one’s self esteem, b) fear of nonego punishment, and c) fear of reduced social value (Conroy, 2001). Moreover, Conroy, Poczwardowski, and Henschen (2001) enriched this model, and they defined five aversive consequences of failure: The first dimension of fear of failure, shame based fear of failure, refers to people’s negative self evaluations about themselves, in other words they think that failure brings them shame and embarrassment, for that reason they try to avoid from the failure. Secondly, some people can accuse themselves for the failure. They can blame their talent, their intelligence, etc. Hence, the failure can cause to decrease their self confidence according to them. The third possible consequences of failure are fear of having uncertain future. Some people believe that their future plans need to change after a failure, and these changes make them see the future ambiguous. Another reason to fear of failure is fear of losing interest. People who fear of losing interest believe that their value depends on their success, and they also believe that if they can success, their value will decrease for some people. According to them, failure brings loss social influence. Lastly, people don’t want to be unsuccessful because they believe that they will upset other people who are important for them, like their parents, or their teachers (Conroy, 2001; Conroy, Willow, and Metzler, 2002; Conroy, Metzler, and Hofer, 2003; Conroy& Elliot, 2004). In the light of this fear of failure model, the present study aim to investigate Turkish middle school students’ fear of failure level in science.
Method
Expected Outcomes
References
Conroy, D.E (2001). Progress in the development of a multidimensional measure of fear of failure: The Performance Failure Appraisal Inventory (PFAI). Anxiety, Stress and Coping, 14, 431_/452. Conroy, D.E., Elliot, A.J. and Hofer, S.M. (2003). A 2_/2 Achievement GoalsQues tionnaire for Sport:Evidence for factorial invariance, temporal stability, and external validity. Journal of Sport and Exercise Psychology, 25, 456_/476. Conroy, D.E., Metzler, J.N and Hofer, S.M. (2003). Factorial invariance and latent mean stability of performance failure appraisals. Structural Equation Modeling, 10, 401_/422. Conroy, D.E., Poczwardowski, A. and Henschen, K.P. (2001). Evaluative criteria and consequences associated with failure and success for elite athletes and performing artists. Journal of Applied Sport Psychology, 13, 300_/322 Conroy, D.E., Willow, J.P. and Metzler, J.N. (2002). Multidimensional measurement of fear of failure: The Performance Failure Appraisal Inventory. Journal of Applied Sport Psychology, 14, 76_/90. Elliot, A.J., & Sheldon, K.M. (1997). Avoidance achievement motivation: A personal goals analysis. Journal of Personality and Social Psychology, 73, 171-185. Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 149-169. Elliot, A.J., Shell, M.M., Henry, K., & Maier, M. (2005). Achievement goals, performance contingencies, and performance attainment: An experimental test. Journal of Educational Psychology, 97, 630-640 Gastorf, J. W., & Teevan, R. C. (1980). Type A coronary-prone behavior pattern and fear of failure. Motivation and Emotion 4, 71-76. Heckhausen, H. 1991. Motivation and Action., New York: Springer.
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