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Fear of Failure is a Double-edged Sword? Moderating Effects of Motivations and Growth Mindset on Reading Performance and Life Satisfaction.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Fear of Failure is a Double-edged Sword? Moderating Effects of Motivations and Growth Mindset on Reading Performance and Life Satisfaction./
Author:	Chak, Hau Yee.
Description:	1 online resource (174 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-01, Section: B.
Contained By:	Dissertations Abstracts International84-01B.
Subject:	Reading instruction. -
Online resource:	click for full text (PQDT)
ISBN:	9798802756058

Fear of Failure is a Double-edged Sword? Moderating Effects of Motivations and Growth Mindset on Reading Performance and Life Satisfaction.
Chak, Hau Yee.

Fear of Failure is a Double-edged Sword? Moderating Effects of Motivations and Growth Mindset on Reading Performance and Life Satisfaction. - 1 online resource (174 pages)

Source: Dissertations Abstracts International, Volume: 84-01, Section: B.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2022.

Includes bibliographical references

Fear of failure may drive people to achieve in adversity on the one hand but may also bring them underachievement, stress, and anxiety on the other. Interestingly, many economies in the Programme for International Student Assessment (PISA) 2018 attained high academic performance, despite higher fear of failure and lower life satisfaction. This inspired us to investigate the possible positive or negative relationships between fear of failure and academic performance/life satisfaction; and explore the potential factors that may help students with fear of failure enhance their academic performance and life satisfaction. This research investigated the possible benefits of intrinsic motivation, extrinsic motivation, and growth mindset to help failure-fearing students through examining their respective interaction effects. Cultural differences (Asian versus Western economies) on the above relationships were also examined. The present study used PISA 2018 data, a large international study of 15-year-old students of 79 countries/economies on their performance in Reading, Science, and Mathematics. Due to the huge diversity of the differences in the background of students and countries/economies, we focused our comparison on the representative students from 17 high-achieving economies, with a total sample size of 137,974. Two-level regression analyses were conducted with students as the first ii level variable and school as the second level variable.Previous research indicated that fear of failure could either be a friend or a foe to students. We were interested in investigating how fear of failure might affect students and exploring condition(s) that could be a friend to them. Firstly, research results partially confirmed that fear of failure was a double-edged sword, which boosted students' performance with the trade-off of reducing their life satisfaction in most selected economies. Second, remarkable cross-cultural differences of the additional benefits of motivations and growth mindset on academic performance were also found. Interestingly, Asian students with high fear of failure, unlike those in the West, did not rely on motivations and growth mindset to further enhance their reading performance and could still score high in PISA 2018. In contrast, joy/like reading (intrinsic motivation) could boost the reading performance of students with fear of failure without harming their life satisfaction in some Western economies. It was further noted that contrary to previous research, work mastery (intrinsic motivation) even worsened the academic performance of students with fear of failure in some Asian and Western economies. Lastly, we found that the effects of fear of failure on life satisfaction and the cross-cultural differences of these effects were not substantial. Motivations and growth mindset did not enhance the life satisfaction of students with fear of failure in most Asian and Western economies. It was surprising that students' life satisfaction in B-S-J-Z (China) and the United Kingdom were even lowered when they were intrinsically enjoyed reading.This study addressed several gaps in fear of failure literature and self-worth theory of achievement motivation: On the one hand, we examined if fear of failure was a double-edged sword to explore the -achievement-wellbeing balance‖ of failure-fearing students. On the other hand, we also examined the effectiveness of motivations and growth mindset in enhancing the academic performance and life satisfaction of failure-fearing students. Furthermore, we identified substantial cross-cultural differences in the above relationships based on PISA data for a range of high-performing economies.Educators should maintain the achievement-wellbeing balance for students. In the short or intermediate-term, educators in the West can consider improving the failure-fearing students' academic performance and life satisfaction by cultivating their intrinsic interest, extrinsic motivation, and growth mindset. In the long run, educators in both Asia and the West have to inspire students to embrace that failure is inevitable in life. Students have to dance with failure, learn from it, and then bounce up again.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798802756058Subjects--Topical Terms:

1148440
Reading instruction.
Subjects--Index Terms:

Fear of failureIndex Terms--Genre/Form:

554714
Electronic books.

Fear of Failure is a Double-edged Sword? Moderating Effects of Motivations and Growth Mindset on Reading Performance and Life Satisfaction.
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520 $a Fear of failure may drive people to achieve in adversity on the one hand but may also bring them underachievement, stress, and anxiety on the other. Interestingly, many economies in the Programme for International Student Assessment (PISA) 2018 attained high academic performance, despite higher fear of failure and lower life satisfaction. This inspired us to investigate the possible positive or negative relationships between fear of failure and academic performance/life satisfaction; and explore the potential factors that may help students with fear of failure enhance their academic performance and life satisfaction. This research investigated the possible benefits of intrinsic motivation, extrinsic motivation, and growth mindset to help failure-fearing students through examining their respective interaction effects. Cultural differences (Asian versus Western economies) on the above relationships were also examined. The present study used PISA 2018 data, a large international study of 15-year-old students of 79 countries/economies on their performance in Reading, Science, and Mathematics. Due to the huge diversity of the differences in the background of students and countries/economies, we focused our comparison on the representative students from 17 high-achieving economies, with a total sample size of 137,974. Two-level regression analyses were conducted with students as the first ii level variable and school as the second level variable.Previous research indicated that fear of failure could either be a friend or a foe to students. We were interested in investigating how fear of failure might affect students and exploring condition(s) that could be a friend to them. Firstly, research results partially confirmed that fear of failure was a double-edged sword, which boosted students' performance with the trade-off of reducing their life satisfaction in most selected economies. Second, remarkable cross-cultural differences of the additional benefits of motivations and growth mindset on academic performance were also found. Interestingly, Asian students with high fear of failure, unlike those in the West, did not rely on motivations and growth mindset to further enhance their reading performance and could still score high in PISA 2018. In contrast, joy/like reading (intrinsic motivation) could boost the reading performance of students with fear of failure without harming their life satisfaction in some Western economies. It was further noted that contrary to previous research, work mastery (intrinsic motivation) even worsened the academic performance of students with fear of failure in some Asian and Western economies. Lastly, we found that the effects of fear of failure on life satisfaction and the cross-cultural differences of these effects were not substantial. Motivations and growth mindset did not enhance the life satisfaction of students with fear of failure in most Asian and Western economies. It was surprising that students' life satisfaction in B-S-J-Z (China) and the United Kingdom were even lowered when they were intrinsically enjoyed reading.This study addressed several gaps in fear of failure literature and self-worth theory of achievement motivation: On the one hand, we examined if fear of failure was a double-edged sword to explore the -achievement-wellbeing balance‖ of failure-fearing students. On the other hand, we also examined the effectiveness of motivations and growth mindset in enhancing the academic performance and life satisfaction of failure-fearing students. Furthermore, we identified substantial cross-cultural differences in the above relationships based on PISA data for a range of high-performing economies.Educators should maintain the achievement-wellbeing balance for students. In the short or intermediate-term, educators in the West can consider improving the failure-fearing students' academic performance and life satisfaction by cultivating their intrinsic interest, extrinsic motivation, and growth mindset. In the long run, educators in both Asia and the West have to inspire students to embrace that failure is inevitable in life. Students have to dance with failure, learn from it, and then bounce up again.
520 $a 害怕失敗一方面可能驅使人們在逆境中取得成功，但另一方面也可能給他們帶來成就不足、壓力和焦慮。有趣的是，在國際學生能力評估計劃 (PISA) 2018 中，許多亞洲和西方的學生即使害怕失敗和生活滿意度低，卻仍能奪得優秀的學術成績。這啟發了我們去探索害怕失敗與學業成績和生活滿意度之間可能存在的正面或負面關係，並分析有什麼方法可以提升這群害怕失敗的學生的學業成績和生活滿意度。我們通過內在動機(intrinsic motivation)、外在動機(extrinsic motivation)和成長心態(growth mindset)與害怕失敗的交互作用去探索了以上因素對害怕失敗的學生是否有所幫助，亦同時會探討東西文化差異對箇中關係的影響。本研究利用了 PISA 2018 的數據，這是一項針對 79 個國家/經濟體的 15 歲學生在閱讀、科學和數學方面表現的大型國際研究。由於學生背景和經濟體/國家差異巨大，我們重點比較了來自 17 個高成就國家/經濟體共 137,974 位代表性學生，去進行以學生為第一層次、學校為第二層次的雙層次回歸分析。先前的研究表明，害怕失敗對學生亦敵亦友。因此，我們有興趣探討害怕失敗是如何影響學生，及在什麼情況下害怕失敗對學生是友好的。首先，研究結果確認了害怕失敗對部分經濟體是一把雙刃劍，在大多數選定的經濟體中它與學生的學業表現呈正面關係，但過度害怕失敗卻與生活滿意度呈負面關係。此外，我們更有趣地發現了動機和成長心態對學業成績的額外影響在亞洲和西 v 方截然不同：與西方學生不同，害怕失敗的亞洲學生不用依靠動機和成長心態仍能在 PISA 2018 中考獲佳績。但是，喜歡閱讀（內在動機）卻可以提高一些西方經濟體害怕失敗的學生的閱讀表現，而不損害他們的生活滿意度。與之前的研究結果相反，工作掌握（內在動機）甚至令害怕失敗的學生學業成績退步。最後，我們發現害怕失敗對生活滿意度的影響以及這些影響的跨文化差異並不顯著。動機和成長心態未能提升大多數害怕失敗的亞洲和西方學生的生活滿意度。在北京-上海-江蘇-廣東（京滬蘇浙，中國）和英國的害怕失敗學生，在喜歡閱讀的同時反而有較低的生活滿意度。這項研究為害怕失敗的文獻和成就動機的自我價值理論(self-worth theory of achievement motivation)填補了研究缺口：一方面我們研究了害怕失敗是否是一把雙刃劍，以探索害怕失敗的學生在學業成就與生活滿意之間的平衡，另一方面又探討了動機和成長心態對提高害怕失敗的學生的學業成績和生活滿意度的效用，並基於一系列經濟體的大規模評估數據去確定了以上關係的跨文化差異。教育工作者應維持學生的「學業成就與生活滿意度」的平衡。短、中期而言，西方教育家可以考慮培養害怕失敗的學生之內在興趣、外在動機和成長心態來改善他們的學業表現和生活滿意度。長遠而言，亞洲和西方的教育家必須啟發學生，令他們領悟到失敗是在人生中不可避免的，他們需要學懂與失敗共舞，從失敗中汲取教訓，再戰明天！.
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