---
_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: '4423'
abstract:
- lang: eng
  text: 'This research aims to develop and validate an instrument for the assessment
    of attitudes towards two particular objects: the Higher Education Institution
    (HEI) and the process of studying. Investigating attitudes towards studying at
    a HEI in a comprehensive way addresses an important research gap. It connects
    students'' perception of the institution with teaching and learning. To validate
    the Assessment of Students'' Attitudes towards Studying (ASAtS) Questionnaire,
    data was gathered at three different universities in Switzerland (820 students),
    Sweden (167) and Germany (133). Overall, the results show the internal consistency
    of the ASAtS. Its nomological validity is also supported by correlations with
    other constructs, such as intrinsic motivation and study performance. The ASAtS
    contributes to the theory on students learning by broadening the scope of research
    beyond learning in a narrow sense. From a practical point of view, it provides
    a tool for HE management to monitor students'' perception of their HEI.'
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'
citation:
  ama: 'Brahm T, Jenert T. On the assessment of attitudes towards studying—development
    and validation of a questionnaire. <i>Learning and individual differences : journal
    of psychology and education</i>. 2015;43:233-242.'
  apa: 'Brahm, T., &#38; Jenert, T. (2015). On the assessment of attitudes towards
    studying—development and validation of a questionnaire. <i>Learning and Individual
    Differences : Journal of Psychology and Education</i>, <i>43</i>, 233–242.'
  bibtex: '@article{Brahm_Jenert_2015, title={On the assessment of attitudes towards
    studying—development and validation of a questionnaire}, volume={43}, journal={Learning
    and individual differences : journal of psychology and education}, publisher={Elsevier},
    author={Brahm, Taiga and Jenert, Tobias}, year={2015}, pages={233–242} }'
  chicago: 'Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards
    Studying—Development and Validation of a Questionnaire.” <i>Learning and Individual
    Differences : Journal of Psychology and Education</i> 43 (2015): 233–42.'
  ieee: 'T. Brahm and T. Jenert, “On the assessment of attitudes towards studying—development
    and validation of a questionnaire,” <i>Learning and individual differences : journal
    of psychology and education</i>, vol. 43, pp. 233–242, 2015.'
  mla: 'Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards Studying—Development
    and Validation of a Questionnaire.” <i>Learning and Individual Differences : Journal
    of Psychology and Education</i>, vol. 43, Elsevier, 2015, pp. 233–42.'
  short: 'T. Brahm, T. Jenert, Learning and Individual Differences : Journal of Psychology
    and Education 43 (2015) 233–242.'
date_created: 2018-09-18T09:07:26Z
date_updated: 2024-03-21T14:43:34Z
department:
- _id: '208'
- _id: '282'
extern: '1'
intvolume: '        43'
keyword:
- Attitude
- Student learning
- Higher Education Institution
- university
- student experience
language:
- iso: eng
page: 233 - 242
publication: 'Learning and individual differences : journal of psychology and education'
publication_identifier:
  issn:
  - 1041-6080
publisher: Elsevier
quality_controlled: '1'
status: public
title: On the assessment of attitudes towards studying—development and validation
  of a questionnaire
type: journal_article
user_id: '71994'
volume: 43
year: '2015'
...