Childhood Development of Fear of Failure Motivation: A Replication

Teevan, Richard C.

doi:10.2466/pr0.1983.53.2.506

Cited by 12 publications

(13 citation statements)

References 1 publication

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“…High FF participants reported increased sulking and decreased disclosure, reactive love, and trust to their mothers and instructors. All of these findings were consistent with the complementarity-based extension of previous research findings concerning others' behaviors (Krohne, 1992;Hermans et al, 1972;Teevan & McGhee, 1972;Teevan, 1983). High FF individuals' responses to their mothers also were characterized by increased submission (as predicted by Sarason et al, 1960, with regard to trait anxiety in general) and separation.…”

Section: Discussionsupporting

confidence: 89%

“…For example, high FF participants reported being more hostile (i.e., self-blaming, self-attacking, and selfneglecting) and less affiliative (i.e., self-affirming, self-loving, and self-protecting) toward themselves. These results indicated that previous results about interpersonal behavior (Krohne, 1992;Teevan, 1983;Teevan & McGhee, 1972;Thrash & Elliot, 1999) can be extended to predict state-specific self-concept using the SASB principle of introjection. The only noteworthy exceptions to the predictions in this study were that FF was unrelated to self-control while failing and negatively related to self-emancipation while failing.…”

Section: Discussionmentioning

confidence: 46%

“…High FF has been associated with overt and subtle punishments (e.g., love withdrawal) following failure (Teevan, 1983;Teevan & McGhee, 1972;Thrash & Elliot, 1999). Consequently, FF was hypothesized to exhibit a positive relationship with descriptions of others as blaming, attacking, and ignoring; the effects for blame were expected to be largest.…”

Section: Predicting Representational Models Associated With Fear Of Fmentioning

confidence: 97%

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Representational Models Associated With Fear of Failure in Adolescents and Young Adults

Conroy

2003

Journal of Personality

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As a descriptive trait, fear of failure (FF) has been associated with serious problems in achievement and health. Psychodynamic theories emphasizing interpersonal processes and early object relations are often used to explain the etiology of FF despite little comprehensive research on such theories in the FF domain. The present study employed the Structural Analysis of Social Behavior to study associations between FF and representational models of self and others among 211 high school and college-aged students and athletes. FF was strongly associated with hostile representational models of self while failing (large effect size). This hostility paralleled the manner in which high FF participants reported being treated by their parents and most significant instructors (all moderate effect sizes). Overall, results supported the complementary nature of these theoretical perspectives and provided further evidence for interpersonal theories of FF.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 46%

Section: Predicting Representational Models Associated With Fear Of Fmentioning

confidence: 97%

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Representational Models Associated With Fear of Failure in Adolescents and Young Adults

Conroy

2003

Journal of Personality

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“…The significantly higher perceptions of parental criticism and high perceived parental expectations expressed by this group suggests that although these adolescents felt their parents held little value for the demonstration of sport-related competence, the failure to meet the inflexible, high expectations of their parents was deemed unacceptable and was responded to in a negative manner. Teevan (1983;Teevan & McGhee, 1972) reported that high school students with high scores on fear of failure were more likely to perceive neutral responses from parents for satisfactory behaviors and punishment from parents for unsatisfactory behaviors. It is possible that the holding of high standards coupled with admonishment for inferior performance attempts may promote the negative selfevaluation tendencies (i.e., the concerns over mistakes and doubts about actions), low task and ego goal orientations, and high levels of amotivation reported by this group.…”

Section: Clustermentioning

confidence: 97%

Exploring Social?Contextual Correlates of Perfectionism in Adolescents: A Multivariate Perspective

McArdle

Duda

2004

Cogn Ther Res

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One objective of this study was to examine whether young adolescents, who are invested in an achievement activity (i.e., sport), could be distinguished on their perceptions of social-contextual influences in their home. A second purpose was to explore whether youth differentiated with respect to their perceptions of their parental environment vary in terms of their perfectionistic tendencies and motivational characteristics (i.e., personal goal orientations, motivational regulations). In a sample of 196 athletes, perceptions of parental criticism, expectations, goal orientations, and flexibility were cluster analyzed. Results supported a 4-cluster solution composing of an Ego-Involving, Structured Environment (n = 72); a High Ability Focused, Flexible Environment (n = 34); a Task-Involving, Flexible Environment (n = 65); and a Punitive, Structured Environment (n = 24). The observed variability in perfectionistic tendencies and motivational characteristics associated with each cluster highlighted the importance of a multidimensional approach to the examination of parental influence and provided insight into how positive achievement striving in youth can be fostered.

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“…The etiology of FF is assumed to be complex; however, accumulating evidence suggests that perceptions of interpersonal aspects of the social ecology can account for moderate amounts of variance in FF scores. High FF children and youth have described their mothers as being unresponsive to their successes but punitive following their failures (Teevan, 1983). In college students, FF has been positively linked to perceptions that parents used love withdrawal to communicate disapproval and disappointment in the child (Elliot & Thrash, 2004).…”

Section: Interpersonal Origins Of Fear Of Failurementioning

confidence: 99%

Coaching Behaviors Associated With Changes in Fear of Failure: Changes in Self‐Talk and Need Satisfaction as Potential Mechanisms

Conroy

Coatsworth

2007

Journal of Personality

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Cognitive-interpersonal and motivational mechanisms may regulate relations between youth perceptions of interpersonal aspects of the social ecology and their fear-of-failure (FF) levels. Youth (N=165) registered for a summer swim league rated their fear of failure at the beginning, middle, and end of the season. Extensive model comparisons indicated that youths' end-of-season ratings of coach behaviors could be reduced to three factors (affiliation, control, blame). Perceived control and blame from coaches predicted residualized change in corresponding aspects of youths' self-talk, but only changes in self-blame positively predicted changes in FF levels during the season. Perceived affiliation from coaches predicted autonomy need satisfaction which, in turn, negatively predicted the rate of change in FF levels during the season. These findings indicate that (a) youth perceptions of coaches were directly and indirectly related to acute socialization of FF and (b) both cognitive-interpersonal and motivational mechanisms contributed to this socialization process. Further research is needed to test for developmental differences in these mechanisms to determine whether findings generalize to more heterogeneous and at-risk populations and to investigate other potential social-ecological influences on socialization.

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Childhood Development of Fear of Failure Motivation: A Replication

Cited by 12 publications

References 1 publication

Representational Models Associated With Fear of Failure in Adolescents and Young Adults

Representational Models Associated With Fear of Failure in Adolescents and Young Adults

Exploring Social?Contextual Correlates of Perfectionism in Adolescents: A Multivariate Perspective

Coaching Behaviors Associated With Changes in Fear of Failure: Changes in Self‐Talk and Need Satisfaction as Potential Mechanisms

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