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Academic buoyancy is defined as a student’s capacity to manage everyday academic challenges without becoming overwhelmed. Student belief systems relate to how students make choices in the academic setting. Previous research findings have indicated a negative relation between fear of failure and academic buoyancy, yet the specific role of fear of happiness in relation to fear of failure and buoyancy remains largely unexplored. In this study, we extend this area of research by examining whether students’ fear of happiness moderates the relation between fear of failure and buoyancy. Employing a convenience sampling technique, we recruited undergraduate and graduate students enrolled in classes at a Minority-serving and Hispanic-serving public university in the southwestern United States. Participants (N = 112) completed a one-time online survey. Data analysis was conducted utilising PROCESS macro-Model 1 in SPSS to examine whether fear of happiness changes the relation between fear of failure and buoyancy. Results indicated fear of failure was statistically significantly and negatively associated with academic buoyancy for students with low or average levels of fear of happiness. As suggested by social cognitive theory, which highlights how personal, behavioural, and environmental factors interact, the higher education community and educators may consider utilising practical strategies to lower the fear of failure and fear of happiness while promoting academic buoyancy among students. Findings contribute to the limited literature about the relation between fear of failure, fear of happiness, and academic buoyancy.
Dang et al. (Tue,) studied this question.