Patient blood management: the solution to a double-edged sword?

Chee, Ying-Hui; Lau, CS

doi:10.12809/hkmj205104

Cited by 1 publication

(1 citation statement)

References 12 publications

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“… 13 Further, research suggests that fear-of-failure may act as a ‘two-edged sword’, by which experiencing fear-of-failure boosts students’ academic performance, but simultaneously reduces their overall life satisfaction and socio-emotional well-being. 14 This association was more pronounced among girls, supporting previous findings that girls tend to exert greater academic effort than boys, but in turn experience higher levels of stress and other mental health outcomes due to this greater effort. 7 , 15 Following this research background, this study seeks to extend previous findings in a Swedish context and proposes the following aim and research questions.…”

Section: Introductionsupporting

confidence: 83%

Does fear-of-failure mediate the relationship between educational expectations and stress-related complaints among Swedish adolescents? A structural equation modelling approach

Cashman,

Strandh,

Högberg

2023

European Journal of Public Health

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Background This study investigated the possible mediating role of fear-of-failure between educational expectations and adolescent stress-related complaints with a specific focus on gender differences among Swedish adolescents, and related these findings more broadly to school-related demands and stress-related complaints. Methods A total of N = 5504 Swedish adolescents (Mage = 15 years, SD = 0.0 years, 50.2% girls) were drawn from the 2018 Swedish Programme for International Student Assessment study for our investigation. We used structural equation models to explore if fear-of-failure mediates the relationship between educational expectations and negative affect, with a specific focus on gender differences. Educational expectations were utilized in the measurement model. Fear-of-failure was constructed as a latent mediating variable. Negative affect was constructed as a latent variable and utilized as an outcome variable. We subsequently undertook bootstrapping tests of indirect effects and non-linear comparisons of indirect effects to assess the reliability of the results. Results Fear-of-failure partially mediated the association between educational expectations and negative affect (39%). Our gender-specific structural equation model demonstrated that this relationship was more pronounced for girls, suggesting girls are more vulnerable to negative affect as a result of experiencing higher levels of fear of failing. Conclusions The findings suggest that fear-of-failure partially explains the association between educational expectations and negative affect and that this association is more pronounced for girls. This study provides insights into better understanding adolescent stress-related complaints, and the differential role fear of failing has in regards to gender.

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