---
_id: '4463'
abstract:
- lang: eng
  text: "Academic success in Higher Education is influenced by a number of different
    factors. This paper tackles the question if the individual levels of motivation,
    anxiety, enjoyment and self-efficacy, measured immediately before entering university,
    influence the probability of academic success. Former studies have shown an influence
    of the high school grade, the learning environment and motivational variables.
    They do not investigate, however, the individual levels of the mentioned constructs
    before the beginning of the studies. This research was conducted at the University
    of St. Gallen/Switzerland. The sample includes 695 first-year students who provided
    information about the individual level of the mentioned constructs. \r\nDescriptive
    statistics show that on average the students are highly motivated, have a high
    level of self-efficacy and are looking forward to their studies before their beginning.
    Yet, there are students who have a high level of fear of failure in the study
    in spite of their high motivation and self-efficacy. A logistic regression shows
    that there is a significant effect of fear of failure on the probability of study
    success. This paper shows that fear of failure can increase the probability of
    academic failure and thus become a self-fulfilling prophecy. It confirms fear
    as an important factor for academic success. Furthermore, other important factors
    for academic success, for example the high school grade, could be confirmed in
    this study"
author:
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Dietrich
  full_name: Wagner, Dietrich
  last_name: Wagner
citation:
  ama: 'Brahm T, Jenert T, Wagner D. The self-fulfilling prophecy of fear of academic
    failure. In: ; 2015.'
  apa: Brahm, T., Jenert, T., & Wagner, D. (2015). The self-fulfilling prophecy
    of fear of academic failure. Presented at the 16th Biennial EARLI Conference for
    Research on Learning and Instruction, Zypern.
  bibtex: '@inproceedings{Brahm_Jenert_Wagner_2015, title={The self-fulfilling prophecy
    of fear of academic failure}, author={Brahm, Taiga and Jenert, Tobias and Wagner,
    Dietrich}, year={2015} }'
  chicago: Brahm, Taiga, Tobias Jenert, and Dietrich Wagner. “The Self-Fulfilling
    Prophecy of Fear of Academic Failure,” 2015.
  ieee: T. Brahm, T. Jenert, and D. Wagner, “The self-fulfilling prophecy of fear
    of academic failure,” presented at the 16th Biennial EARLI Conference for Research
    on Learning and Instruction, Zypern, 2015.
  mla: Brahm, Taiga, et al. <i>The Self-Fulfilling Prophecy of Fear of Academic Failure</i>.
    2015.
  short: 'T. Brahm, T. Jenert, D. Wagner, in: 2015.'
conference:
  end_date: 2015-08-29
  location: Zypern
  name: 16th Biennial EARLI Conference for Research on Learning and Instruction
  start_date: 2015-08-25
date_created: 2018-09-18T12:52:45Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Quantitative methods
- Student learning
- Emotion and Cognition
- Social sciences
- Higher education
- Motivation and Emotion
- Fear of Failure
status: public
title: The self-fulfilling prophecy of fear of academic failure
type: conference
user_id: '51057'
year: '2015'
...
---
_id: '4464'
abstract:
- lang: eng
  text: A highly selective first study phase in many Swiss study programs leads to
    a rather competitive climate among students. However, the atmosphere at the university
    is an important factor for students' transition into Higher Education. An important
    question in this context is whether students' are equipped with different dispositions
    influencing how they cope with this transition. Other research has already shown
    that different groups of students can be identified regarding their student behavior.
    Yet, so far little is known about patterns of variables characterizing students,
    transitioning successfully. The paper takes advantage of a person-centered approach,
    i.e. the latent-class analysis, which makes it possible to identify groups of
    individuals, sharing common attributes. The research was conducted as a longitudinal
    study during their first year at a Swiss university. The return rate was about
    67%, with 820 utilizable questionnaires at t1. Based on the analysis of students'
    anxiety, intrinsic motivation and self-efficacy, three distinct classes of students
    could be identified. The first class can be called the "highly motivated and self-confident"
    students. The second class is characterized by the same pattern, however, on a
    more intermediate level and the last class can be described as the "least motivated
    and most anxious" group of students. This study contributes to research and theory
    on students' transition into higher education and could be a first hint that students'
    experiences of this transition can vary substantially.
author:
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Dietrich
  full_name: Wagner, Dietrich
  last_name: Wagner
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
  ama: 'Brahm T, Wagner D, Jenert T. A person-centred approach to students’ transition
    into Higher Education. In: ; 2015.'
  apa: Brahm, T., Wagner, D., &#38; Jenert, T. (2015). A person-centred approach to
    students’ transition into Higher Education. Presented at the 16th Biennial EARLI
    Conference for Research on Learning and Instruction, Zypern.
  bibtex: '@inproceedings{Brahm_Wagner_Jenert_2015, title={A person-centred approach
    to students’ transition into Higher Education}, author={Brahm, Taiga and Wagner,
    Dietrich and Jenert, Tobias}, year={2015} }'
  chicago: Brahm, Taiga, Dietrich Wagner, and Tobias Jenert. “A Person-Centred Approach
    to Students’ Transition into Higher Education,” 2015.
  ieee: T. Brahm, D. Wagner, and T. Jenert, “A person-centred approach to students’
    transition into Higher Education,” presented at the 16th Biennial EARLI Conference
    for Research on Learning and Instruction, Zypern, 2015.
  mla: Brahm, Taiga, et al. <i>A Person-Centred Approach to Students’ Transition into
    Higher Education</i>. 2015.
  short: 'T. Brahm, D. Wagner, T. Jenert, in: 2015.'
conference:
  end_date: 2015-08-29
  location: Zypern
  name: 16th Biennial EARLI Conference for Research on Learning and Instruction
  start_date: 2015-08-25
date_created: 2018-09-18T12:56:31Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Quantitative methods
- Self-efficacy
- Higher education
- Motivation and Emotion
status: public
title: A person-centred approach to students' transition into Higher Education
type: conference
user_id: '51057'
year: '2015'
...