Work

Effects of fear of failure and peer pressure on academic: motivation among grade 12 students in gedeo zone, South Ethiopia region

Year: 2025

Type: article

Abstract: The present study aimed to examine the effects of fear of failure, and peer pressure on academic motivation among Grade 12 students. Academic motivation is crucial for student success, particularly during the final years of secondary education, when pressures and expectations intensify. Understanding the influences of fear of failure and peer pressure can provide insights into how to better support students in achieving their academic goals. To address this, the researchers formulated three research questions and employed mixed research approach with a correlational design. Both stratified and simple random sampling techniques were applied, resulting in a sample of 403 participants, which included a 5% contingency from a total student population of 10,761. The data collection process involved primary sources of data. The collected data were analyzed using descriptive and inferential statistics, with the Statistical Package for Social Sciences (SPSS) Version 25 serving as the analytical tool. The first research question was analyzed using multiple regression, the second question was analyzed using a t-test, and the third question was analyzed using an independent t-test. The study’s findings revealed the extent of the effects that fear of failure and peer pressure have on predicting academic motivation among the study participants. There was a statistically significant difference between fear of failure and peer pressure among the participants. Furthermore, there was a significant difference in fear of failure between male and female students. These findings highlight the importance of addressing fear of failure, and peer pressure in relation to academic motivation among Grade 12 students. The study suggests that the government, secondary school teachers, counselors, parents and policy makers should take responsibility for implementing measures to support students in these areas.

Source: Discover Psychology

DOI: 10.1007/s44202-025-00446-0

Authors: Markos Malimo Setena, Habtamu Disasa Muleta, Abrham Petros Wontamo

Institution: Dilla University

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,590