جستجوی مقالات مرتبط با کلیدواژه "fear of success" در نشریات گروه "روانشناسی"

The present study is a review that examines the fear of success and the causes and factors affecting this phenomenon, especially in women. Because women make up half of the world's population, addressing their role in society's development process is crucial. A look at the history of the status of women shows that men and women play different roles in society and social groups and occupy different positions in terms of power and status. Not only because of biological differences but also under the influence of ideology, historical, economic, and cultural past, in which they operate so strongly and harmoniously that can easily produce and reproduce the inferior position of women. Theory and research on the psychological construct of “fear of success” are reviewed in the context of Horner's original (1968) formulation of the motive. It is identified as an internal psychological representative of the dominant societal stereotype which views competence, independence, competition, and intellectual achievement as qualities inconsistent with femininity even though positively related to masculinity and mental health.The fear of failure is intuitively understandable. In societies obsessed with success, failure is regarded as a catastrophe, and to some extent, we all fear it. Ironically, however, we’re also driven by the fear of success, a much more mysterious force. Among the reasons for progress failure, fear of success plays a significant role that should not be ignored. Fear of success has been argued as a powerful phenomenon, especially among women. Matina Horner (1972) considered that fear of success is more specific to women, being originated in their’ perceptions of negative consequences for their achievement in traditionally male domains. It means that the expectancy that success in achievement-related situations will be followed by negative consequences arouses fear of success in otherwise achievement-motivated women which then inhibits their performance and levels of aspiration. Females also predict lower grades for themselves and predict poorer performance on novel experimental tasks even when they have already outperformed males in that area. An explanation for this gender difference lies in the different attributions males and females make about failure. Moreover, women are conflicted when they have competencies and interests that could be against their stereotypical internalized gender role. Based on the collected findings of the studies assessing the “fear of success,” it is worth mentioning that the fear of success can comprise a fear of our greatness, evasion of our destiny, or a way of avoiding exercising our full talents. Thus the present study first examines the concept of fear of success and its causes and then deals with cultural, social, and gender issues affecting this phenomenon.

The aim of this study was to investigate the effect of mindfulness interventions on high-risk behaviors and procrastination and fear of students' success.

The method of this research is quasi-experimental pre-test and post-test with a control group. The statistical population consists of female high school students in the city of Jaghtai in the academic year 2021-22. The study sample was 30 people. Among the students, 30 people were selected by available sampling and then 15 people were randomly assigned to the experimental group and 15 people to the control group. Then the academic procrastination questionnaires of Solomon and Roth Blum (1984), fear of Zuckerman and Allison success (1979) and Mohammadkhani high risk behaviors questionnaire (2016) were given to the statistical sample. After the training sessions of Segal et al. (2002) mindfulness for the experimental groups, post-test was performed. The collected data were analyzed using repeated measures analysis of variance and SPSS software. Analysis of variance with repeated measures and SPSS software were used to analyze the data.

The results showed that mindfulness training on high-risk behaviors (F=78.35, p<0.001), procrastination (F=19.65, p<0.001), and fear of success (F=21.23, p<0.001) was effective in female high school students.

The results of this study indicate that mindfulness training has a significant effect on high-risk behaviors and procrastination and fear of success among students and can be effective in improving the problems of students.

The aim of present research was mediating roles of defense mechanisms in relationships of attachment styles with fear of success among female students. The research method was descriptive and correlational by path analysis. The research population consisted of all female students at the khatam University during academic year of 2017-2018. A convenience sampling of 310 students were chosen. In order to collect data, Zuckerman and Allison Fear of Success Scale, Andrews Defense Style Scale and Hazan and Shavers Adult Attachment Style were used. Data were analyzed using Pearson correction coefficient and path analysis. Results showed that neurosis defense mechanisms had mediator roles in relationships between attachment and fear of success. Also attachments affected fear of success directly. Based on these findings the importance of the role of defense mechanisms, in relationships between fear of success, with attachment were emphasized. It is suggested that in therapeutic and counseling sessions, the defense mechanism of individuals should be assessed so that the necessary steps to be taken in order individual could achieve the most success in their works and social relations.

This study examined the relationship between fear of success and alexithymia with imposter syndrome in students of Islamic Azad of Kangavar University. Its design is Co relational research and the sample consisted of 150 male and female students who were selected by cluster sampling. They respond to alexithymia questionnaire (FTAS-20), imposter syndrome Scale (CIPS), fear of success questionnaire.  Data analysis was performed by using Pearson's correlation and multiple regression Findings showed that fear of success and  alexithymia had significant positive correlation with imposter syndrome  (P <0/001).  And fear of success and alexithymia predicted 12/9 % variance of imposter syndrome. Prevention strategies in reducing the symptoms in universities are use by workshops and education class.

Academic achievement is the most important parameter in the efficacy of each educational system. The present study was undertaken to evaluate the relationship between attachment styles, risk perception and fear of success and students’ academic achievement. The study population consisted of all the male and female high school students in Urmia in the 2014-2015 educational years. A total of 380 students were selected using the multi-stage cluster sampling technique in terms of district, gender and educational level. Data were collected using attachment styles questionnaire (Van Oudenhoven, Hofstra and Becker, 2003), risk perception scale (Benthin, Slovic and Severson, 1993), fear of success questionnaire (Zuckerman and Ellison, 1976) and the average of students’ grades. The questionnaires have a desirable validity and appropriate reliability. Data were analyzed with Pearson’s correlation coefficient and path analysis techniques. The results showed that in the first model, the secure attachment style had significant, positive, direct and indirect effects on academic achievement. The variables of risk perception and fear of success proved good mediators between secure attachment style and academic achievement. In addition, in the second model, insecure attachment style had a direct and significant effect on academic achievement; however, it had no significant indirect effect on academic achievement. The variables of risk perception and fear of success were not good mediators between insecure attachment style and academic achievement. Based on the results, emphasis should be placed on the roles of attachment styles, risk perception and fear of success in academic achievement.