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Thesis (M.S.)--Georgia Southern University, 2007. / "A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Under the direction of Jonathan N. Metzler. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 33-43) and appendices.

Eftersom studenter ständigt står inför olika prestationsmoment avser denna studie att mäta huruvida det finns ett samband mellan personlighetsdragen ur Big Five-teorin och prestationsångest hos universitets- och högskolestudenter i Sverige, för att vidare kunna undersöka om olika personlighetsdrag är mer eller mindre känsliga för prestationsångest. Studien fick 86 svar på en webbenkät där studenterna först fick svara på bakgrundsvariablerna; kön, ålder, antal studieår, studietakt och om de arbetade parallellt med studierna. Vidare mätte enkäten Big Five’s personlighetsdrag med The Big Five Inventory (BFI) samt prestationsångest, som operationaliseras med Fear of Failure (FF) och mättes med The Performance Failure Appraisal Inventory (PFAI). Vi fann en signifikant positiv relation mellan generell FF och personlighetsdraget neuroticism samt en signifikant positiv relation mellan generell FF och kvinnor. Mycket talar för att alla upplever FF men att vissa har förmågan att vända det till något positivt på grund av en stark passion och motivering för att lyckas nå sina mål. / Students is a group that constantly is facing different elements of performance and therefore, this study aims to measure whether there is a correlation between the personality traits of the Big Five theory and performance anxiety for university and college students in Sweden, to further investigate if different personality traits are more or less sensitive to performance anxiety. The study received 86 answers from a web-poll where students first responded to background variables such as; gender, age, number of academic years, study-pace and if they worked during their studies. Furthermore, the survey measured Big Five's personality traits with The Big Five Inventory (BFI) and performance anxiety, got operationalized with Fear of Failure (FF), measured with The Performance Failure Appraisal Inventory (PFAI). The study found a significantpositive relationship between general FF and the personality trait neuroticism and a significantpositiverelationship between general FF and women.Much suggests that everyone experiences some degree of FF but that some have the ability to turn it to something positive due to a strong passion and motivation to succeed in achieving their goals.

This thesis aims to investigate determinants of fear of failure in entrepreneurial activity that could inhibit starting a business. The study uses cross-sectional, pooled OLS, and panel regressions. The dependent variable is fear of failure regarding entrepreneurship, measured with the Global Entrepreneurship Monitor (GEM) survey question of whether fear of failure would prevent the responder from starting a firm. The unit of analysis is at country level. I categorize determinants into demographic, property rights, and procedural variables. A population of higher working age ratio (measured as the population aged 15-64 divided by the population aged 65 and over) correlates with a decreasing fear of failure. Additionally, stronger property rights appear to decrease fear of failure. I do not find a statistically significant relationship between fear of failure and procedural variables in my datasets. A binary variable for whether the country is in Asia appears to show a positive association with fear of failure, increasing it by ten percentage points. Since decreasing fear of failure is desirable to promote greater entrepreneurial activity, a better understanding of the determinants of fear of failure is essential to inform public policies to spur entrepreneurial growth. The findings from this study, while not conclusive, identify the importance of further research based on larger datasets and variables that are more robust.

Organizational commitment (OC) is a psychological state that binds an employee to an organization, and the Three-Component Model of organizational commitment (Meyer and Allen, 1991) posits that employees bind with their organizations as a result of desire (affective commitment), need (continuance commitment) and obligation (normative commitment). Similarly, relationship commitment between two people also has been conceived as a psychological state (Rusbult and Buunk, 1993), and Arriaga and Agnew (2001) outlined affective, cognitive and conative components of the state. This exploratory study examined the similarities between these conceptually parallel commitment models by determining how the dimensions of the two types of commitment correlate with one another, attachment style (Bowlby 1969/1982) and locus of control (Rotter, 1966). Data collected from 171 working adults yield several noteworthy associations and suggest future directions of inquiry.

Thesis (Ph. D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2007) Vita. Includes bibliographical references.

Fear of failure (FF) har negativ påverkan på individers motivation, val av arbete, prestationsförmåga och allmänt välbefinnande och kan uppstå när människor skall ta olika beslut. Vår studie avsåg att undersöka om fear of failure kan förklaras av personlighet och om det fanns andra påverkansfaktorer, så som socioekonomisk status, ålder och kön. En kvantitativ metod användes och datainsamlingen skedde via en webbaserad enkät innehållande 62 frågor. Deltagarna i studien (N = 153), bestod av 115 kvinnor (75%) och 38 män (25%). IPIP-30 användes för att mäta personlighet och Performance Failure Appraisal Inventory (PFAI) användes för att mäta fear of failure. Resultatet visade i regressionsanalys ett mycket starkt statistiskt signifikant samband (r = .69) mellan fear of failure och personlighetsfaktorn neuroticism, samt att det kunde förklara ≈ 53% av variansen inom fear of failure. Resultatet var förvånansvärt starkt och tydligt och visade på ett övertygande sätt att personlighet förklarade en stor del av innehållet i det begrepp som kallas "fear of failure". Vår slutsats är därför att fear of failure som begrepp, tillsammans med tillhörande mätinstrument (PFAI-skalan), blir överflödigt och kan istället ersättas av personlighetsfaktorerna i femfaktormodellen. / Fear of failure (FF) has a negative impact on individuals' motivation, choice of occupation, ability to work and general well-being and can occur when people make different decisions. Our study was designed to investigate whether fear of failure can be explained by personality and whether there were other factors of influence such as socioeconomic status, age and sex. A quantitative method was used, and data collection was conducted via a web-based survey containing 62 questions. The participants in the study (N = 153) consisted of 115 women (75%) and 38 men (25%). IPIP-30 was used to measure personality and the Performance Failure Appraisal Inventory (PFAI) was used to measure fear of failure. The result showed in regression analysis a very strong statistically significant relationship (r = .69) between fear of failure and the personality factor neuroticism, and that it could explain ≈ 53% of the variance in fear of failure. The result was surprisingly strong and clear and showed convincingly that personality explained a large part of the content of the term called "fear of failure". Our conclusion is therefore that fear of failure as a concept, together with the associated measuring instrument (PFAI scale) becomes superfluous and can instead be replaced by the personality in the five-factor model.

M.Ed. (Orthopedagogics) / The purpose of this study is to determine whether milieu-deprived school beginners reveal fear of failure and achievement motivation tendencies. Fear of failure is a phenomenon which normally occurs among all people, although it can vary in degrees of intensity. It would appear, from the literature, that fear of failure can be viewed as a specific form of anxiety which has a detrimental effect on achievement. Owing to the human functioning as a totality, the concepts of fear of failure and achievement motivation can not be examined in isolation, therefore the relationship between these concepts and those of anxiety and achievement has been investigated. Several researchers agree that pre-school children are quite capable of forming a clear notion concerning their personal capabilities and that motives are established in their pre-school years. Views expressed by researchers suggest that at school entry, motive preferences are already perceptible in school beginners; these children may be achievement motivated or reveal a fear of failure. The low achievement motivation and negative self-concept of milieu deprived school beginners are conspicuous at school entry. These children are neither able to measure up to the school's expectations nor actualize their potential properly because of limited experiences, deficient cognitive and language development, as well as inadequate concentration. This is a result of unfavourable educational circumstances and insufficient developmental opportunities during the pre-school period. The above-mentioned short-comings which milieu-deprived school beginners experience, cause anxiety. They perceive school as a threat and anticipate and fear failure...

Studiens syfte var att undersöka relationen mellan personlighetsdragen i femfaktormodellen (Extraversion, Tillmötesgående, Ordningsamhet, Emotionell stabilitet och Öppenhet) och det psykologiska fenomenet Fear of Failure hos tjänstemän (N = 115). En enkät skickades ut till en kommunal organisation i Sverige. Enkäten bestod av The Performance Failure Appraisal Inventory för att mäta graden av Generell Fear of Failure och Ten Item Personality Inventory för att mäta respondenternas personlighetsdrag. Resultatet visade att de fem personlighetsdragen tillsammans som modell signifikant förklarade 29% av variansen i Generell Fear of Failure. Emotionell stabilitet och Ordningsamhet bidrog signifikant till modellen och Emotionell stabilitet predicerade Generell Fear of Failure i högst grad. Extraversion, Tillmötesgående och Öppenhet bidrog inte signifikant till förklaringen av variansen i Generell Fear of Failure. / The purpose of the study was to examine the relationship between the Big Five personality traits (Extraversion, Agreeableness, Conscientiousness, Emotional Stability, and Openness) and the psychological phenomenon Fear of Failure among white-collar workers (N = 115). A survey was sent to a municipal organization in Sweden. The survey was based on The Performance Failure Appraisal Inventory to measure General Fear of Failure and Ten Item Personality Inventory to measure the respondents’ personality traits. The results showed that the five personality traits together as a model significantly explained 29% of the variance in General Fear of Failure. Emotional Stability and Conscientiousness significantly contributed to the model and Emotional Stability predicted General Fear of Failure the strongest. Extraversion, Agreeableness and Openness did not significantly contribute to the explanation of the variance in General Fear of Failure.

The purpose of this study was to explore how college students reflectively describe their learning failure experiences, along with the major themes of those experiences. Through a series of in-depth interviews, four narrative cases written from the perspective of two college students were developed. These four cases were then carefully analyzed and cross-examined to generate a deeper understanding of college student learning failures. This study explored approximately 78 themes related to these four cases, which led to the development of six key components of college student learning failure experiences: Recognizing Learning Failures, Evaluating Learning Failures, Attributions for Learning Failures, Self-Discovery Through Learning Failure, Past Experience and Future Expectations, and Social Influence. These components helped to define an initial framework for guiding future research into college student learning failure experiences.