Fear of failure: Friend or foe?

By Andrew J. Martin, Herbert W. Marsh. 2003

261 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/dacb1ac1ea48b66be9521c014e276d85b1bc5b1f

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Boys and motivation (2003, background): “…1986b), self-sabotage (setting obstacles in the path to success: Berglas and Jones 1978, Martin, Marsh and Debus 2001a, 2001b, 2003, Rhodewalt and Davison 1986, Tice and Baumeister 1990), and even failure acceptance (Covington 1992, 1998, Martin and Marsh 2003, Martin, Marsh and Debus 2001a, 2003).”
Motivation and Engagement Across the Academic Life Span (2009, background): “…2002) is reflected in the planning, task management, and persistence dimensions, and (f) need achievement and self-worth (e.g., Atkinson 1957; Covington, 1992; Martin & Marsh, 2003; McClelland, 1965) are reflected in the failure avoidance, anxiety, self-handicapping, and disengagement dimensions.”
Coping With the Effects of Fear of Failure: A Preliminary Investigation of Young Elite Athletes (2009, unknown): “To date, the concept of FF has been studied primarily in academic settings (e.g., Elliot & Harackiewicz, 1996; Elliot & Sheldon, 1997; Martin & Marsh, 2003) and has been greatly neglected in sport despite the reported prevalence of problems attributed to high FF in achievement settings (e.g.,…”
Everyone fails!: Using emotion regulation and self‐leadership for recovery (2008, methodology): “Indeed, using a sample of high school and university students, Martin and Marsh (2003)”
A multidimensional analysis of changes in mathematics motivation and engagement during high school (2013, background): “Fortunately, Martin (2002, 2004; Martin & Marsh, 2003, 2006) has elaborated on many of the general strategies that teachers can employ to enhance each of the facets of student motivation and engagement, while Bobis, Anderson, Martin, and Way (2011) present ideas specific to mathematics to increase…”
Deconstructing test anxiety (2008, background): “First, test anxiety has been conceptualised as a debilitating form of anxiety only and does not account for how the fear of failure could possibly have some facilitating effects where the student strives to demonstrate achievement (see Martin and Marsh 2003 ).”
Motivation and engagement: Same or different? Does it matter? (2017, background): “…to be characterized by a fear of failure that can play out inmanyways, including self-handicapping (i.e., actively handicapping one's chances of success to have an excuse in the event of poor performance – e.g., through procrastination or insufficient study) (Covington, 2000; Martin & Marsh, 2003).”