INTRODUCTION

The fear of failure, also known as atychiphobia, is an irrational and persistent fear

of failing. This fear can stem from a number of sources. Sometimes it might emerge in

response to a specific situation. In other cases, it might be related to another mental

health condition such as anxiety or depression (Cherry, 2023).

Failure is hard-wired into the scientific method and yet teaching students to

productively engage with failure is not foundational in most biology curricula. To train

successful scientists, it is imperative that we teach undergraduate science students to be

less fearful of failure and to instead positively accept it as a productive part of the scientific

process. In this article, we focus on student perceptions of the stigma of failure and their

associated concerns to explore how failure could be better supported within and beyond

a university context. Through a survey of first-year biology students, we found that societal

and familial pressures to succeed were the greatest contributing factors to students' fear

of failure. In student suggestions on how to reduce the stigma of failure within and beyond

the university context, the most common theme identified across both contexts was for

increased discussion and open communication about experiences of failure. Importantly,

student comments in this study bring attention to the role of factors beyond the classroom

in shaping student experiences of failure within their biology courses.

 Fear of failure (FF) is a complex phenomenon that involves emotions, personality

traits, and cognitive processes. Traditionally, research has examined FF as either an

emotional experience, a personality trait, or a context-specific cognitive assessment.

However, recent studies have recognized that all these aspects are interconnected and

contribute to a comprehensive understanding of FF. FF is defined as a temporary

cognitive and emotional reaction to perceived threats in achievement contexts. It

encompasses anxiety-based thoughts and emotions arising from the belief that one may

not meet the demands of a particular task. While emotions like anxiety are related to FF,

a complete understanding requires considering cognitive appraisals as well.

The level of FF can vary depending on the specific details of the achievement

context and other contextual factors. For example, students with different goals in the

same introductory biology class will create different achievement contexts based on their

expectations. The perceived stakes of failure can also influence the level of FF. Students

with higher stakes, such as those pursuing graduate study or a health career, are more

likely to experience greater FF due to the higher perceived demands.

FF has been linked to avoidance of challenges, decreased motivation, and self-

impeding behaviors. It has been extensively studied in K-12 education and certain non-

academic contexts like entrepreneurship and sports. However, its impact on achievement

has not been widely examined in STEM undergraduate contexts, despite its relevance to

professional scientists and the distinct views of failure in STEM fields. Limited evidence
suggests that STEM students experience FF, which can hinder their engagement in

STEM learning and even prevent engagement altogether. FF has been associated with

procrastination behaviors among pre-health undergraduates and anxiety during active

learning in STEM classrooms.

Research indicates that FF plays a role in STEM undergraduate contexts. It has

been found to affect student motivation to engage in undergraduate research and is

considered an important factor influencing the emotional cost of engagement. FF may

become more prominent as new pedagogies emphasize research-based courses that

expose students to scientific failures. Furthermore, FF may differ among male- and

female-identified STEM students, highlighting the need to consider its effects across

identities. Notably, FF has been linked to students' decisions to choose and persist in

STEM majors, contributing to the high attrition rates seen in these fields.

STEM instructors recognize the importance of addressing FF and helping students

cope with failure in order to train future scientists effectively. However, accurately

measuring the effects of teaching practices aimed at alleviating FF is crucial for

understanding their effectiveness. By gaining a better understanding of FF and its

impacts, educators can develop strategies to support students and foster their resilience

in the face of failure.

 Undergraduate research experiences (UREs) in the sciences offer numerous

benefits to students, such as enhancing learning, critical thinking, and confidence in

conducting research (National Research Council, 2003, 2012; AAAS, 2011; PCAST,

2012; Rauckhorst et al., 2001; Bauer and Bennett, 2003; Ishiyama, 2007; Brownell et al.,

2015; Seymour et al., 2004; Russell et al., 2007). These experiences also increase the

likelihood of graduating with a science degree and being accepted into graduate

programs (Jones and King, 2014; Hernandez et al., 2018; Hathaway et al., 2002; Carter

et al., 2009; Schultz et al., 2011; Eagan et al., 2013). The longer students engage in

UREs, the greater the benefits, including the development of problem-solving skills,

independence, and research confidence (Thiry et al., 2012; Adedokun et al., 2014;

Daniels et al., 2016; Russell et al., 2007; Gilmore et al., 2015).

However, despite the advantages, a significant number of students consider

leaving their research labs, potentially due to negative experiences (Cooper et al., 2019;

Gin et al., 2021). Factors contributing to this include poor mentoring relationships, student

frustration, and the fear of failure without constructive feedback (Mabrouk and Peters,

2000; Cooper et al., 2020b; Seymour et al., 2004). Students' negative perceptions of

research may discourage them from pursuing scientific research careers (Cooper et al.,

2019; Gin et al., 2021a).

One crucial aspect that can impact student persistence in research and science,

in general, is research anxiety, which refers to the worry or apprehension associated with
conducting research (Spielberger, 2013). Research anxiety is a type of state anxiety

triggered by engaging in authentic research projects in a faculty member's lab (Endler

and Kocovski, 2001). While other forms of state anxiety, such as test anxiety, active

learning anxiety, and interaction anxiety, have been studied in undergraduate science

contexts, research anxiety remains unexplored (Ballen et al., 2017; Cotner et al., 2020;

Ewell et al., 2022; England et al., 2017; Cooper et al., 2018; Brigati et al., 2020; Downing

et al., 2020; Hood et al., 2021).

We hypothesize that research anxiety is prevalent among URE participants,

particularly affecting underrepresented and underserved groups, and presents an

opportunity for interventions to promote persistence in research. Anxiety is often

associated with the fear of failure, making research environments conducive to higher

anxiety levels (Henry et al., 2019; Cooper et al., 2020b; Gin et al., 2021b). While moderate

anxiety can have some benefits, high anxiety negatively impacts motivation, engagement,

and academic performance (McKeachie, 1951; Culler and Holahan, 1980; Seipp, 1991;

Fletcher and Carter, 2010; Vitasari et al., 2010). This can subsequently affect UREs and

career decisions. Moreover, certain groups, including women, academically less prepared

students, lower-level students, and first-generation college students, tend to report higher

levels of anxiety, potentially exacerbating underrepresentation in science (Misra and

McKean, 2000; England et al., 2019; Mohammed et al., 2021; Gaudier-Diaz et al., 2019).
 By investigating the prevalence and impact of research anxiety, we aim to shed

light on an understudied area and explore how anxiety influences students' intentions to

persist in scientific research, with a focus on underrepresented groups. Understanding

research anxiety's effects can inform the development of interventions to promote

inclusivity and increase diversity in the scientific community.

References:

Cherry, K. (2023, April 14). How to Deal With the Fear of Failure. Verywell Mind.

https://www.verywellmind.com/what-is-the-fear-of-failure-5176202

Nunes, K., Du, S., Philip, R., Mourad, M.M., Mansoor, Z., Laliberté, N. and Rawle, F.

(2022), Science students' perspectives on how to decrease the stigma of failure. FEBS

Open Bio, 12: 24-37. https://doi.org/10.1002/2211-5463.13345

Cooper, K. M., Eddy, S. L., & Brownell, S. E. (2023). Research Anxiety Predicts

Undergraduates' Intentions to Pursue Scientific Research Careers. CBE—Life Sciences

Education, 22(1), ar11. https://doi.org/10.1187/cbe.22-02-0022

Henry, M. A., Shorter, S., Charkoudian, L. K., et al. (2021). Quantifying fear of failure in

STEM: Modifying and evaluating the Performance Failure Appraisal Inventory (PFAI) for
use with STEM undergraduates. International Journal of STEM Education, 8, 43.

https://doi.org/10.1186/s40594-021-00300-4

STATEMENT OF THE PROBLEM

This study aims to analyze the fear of failure among STEM students and its impact

on their academic performance and career aspirations. The following research questions

will be addressed:

1.) What factors, both personal and external, contribute to the apprehension of

failure experienced by STEM students?

2.) How does the fear of failure impact the academic performance of STEM

students, influencing their accomplishments, drive, and involvement in STEM-

related coursework?

3.) What are the professional consequences associated with the fear of failure in

STEM students, encompassing their career decisions, perseverance, and belief in

their abilities?

4.) Which strategies and support systems can be employed to alleviate the fear of

failure among STEM students, fostering their academic triumph and career

advancement?

5.) How can the fear of failure be mitigated among STEM students, and what

interventions can be implemented to enhance their confidence, resilience, and

growth mindset?