LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 26:2 February 2026
ISSN 1930-2940

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Exploring Fear of Failure Among Late Adolescents: Psychological Factors, Impacts, and Interventions

Vishnupriya K &
Dr. Sreejana S

Abstract

Although fear of failure among adolescents has been widely examined in psychological and educational research, this study offers a distinct contribution by focusing specifically on late adolescents aged 17–18 years, a critical transitional phase marked by high academic, social, and career-related expectations. This age-specific focus enables a more precise understanding of fear of failure during a high-stakes developmental period.

The study adopts an integrated analytical framework that combines academic, psychological, and social dimensions, rather than examining these factors in isolation. By incorporating adolescents lived experiences, perceived impacts on motivation and self-esteem, and preferred coping strategies, the research provides a holistic view of how fear of failure manifests among late adolescents. In addition, the study moves beyond identifying fear-related factors by examining adolescents' perceptions of the effectiveness of intervention strategies, including Social Emotional Learning (SEL) programmes and Cognitive Behavioural Therapy (CBT), thereby offering a student-centred perspective with practical implications for educators and policymakers.

The study examines the prevalence, contributing factors, impacts, and coping strategies related to fear of failure among late adolescents. Data were collected from 27 students aged 17–18 years using a self-developed questionnaire with acceptable reliability (Cronbach's a = 0.70). Responses were gathered through Google Forms and analysed using descriptive statistics (frequencies, percentages, means, and standard deviations) and correlation analysis.

The findings reveal that academic failure and examination anxiety were the most prevalent fears (66.7%), followed by parental expectations (51.9%) and fear of disappointing oneself (44.4%). Fear of failure was found to negatively influence motivation, self-esteem, and decision-making, with moderate positive correlations observed (r = 0.48–0.62, p < 0.05). Adolescents predominantly relied on peer support (59.3%) and self-motivation (51.9%) as coping strategies, while formal counselling was least utilised (11.1%).

The study underscores the need for age-specific interventions, particularly SEL programmes and CBT-based approaches, to enhance resilience and adaptive coping among late adolescents. By addressing fear of failure during a critical academic transition period, the findings provide evidence-based insights for educators, parents, and policymakers.

Keywords:Fear of Failure, Late Adolescence, Academic Anxiety, Self-Esteem and Motivation, Coping Strategies, Social Emotional Learning (SEL)

Introduction

Fear and failure are considered to be common psychological experiences of adolescents, but they are frequently misunderstood as signs of weakness and lack of ability (Conroy et al.,2002; Sagar et al., 2010). Adolescence is characterized by a series of intense transitions in academic, social, and emotional contexts, where high expectations and uncertainty can easily fuel fear and perceptions of failure. According to psychological research, these experiences are natural reactions to developmental demands, and they are not indicative of personal weakness or lack of ability (Conroy et al., 2002). Research studies on adolescent development show that the cognitive and emotional regulatory processes, especially those associated with decision-making, emotional control, and resilience, are still in the process of maturation during adolescence, making adolescents highly susceptible to fear-based thinking (Sagar et al., 2010; Putwain & Pescod, 2018).

However, recent research studies increasingly acknowledge the positive function of fear and failure in personal development. When adolescents are encouraged to understand and cope with their fears, they become better able to evaluate risks, increase confidence, and develop effective coping strategies. Similarly, failure experiences can offer valuable feedback that enhances persistence, problem-solving competence, and self-regulation. The perspective of fear and failure as developmental learning experiences, rather than as obstacles, is a key factor in the development of resilience, self-awareness, and a growth-oriented mindset (Akamatsu & Gherghel, 2025).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Vishnupriya K
I Year CSE Student
Kumaraguru College of Technology
Coimbatore, Tamilnadu, India
vishnupriya.25cs@kct.ac.in
&
Dr. Sreejana S
Assistant Professor and Head
Department of Languages and Communication
Kumaraguru College of Technology
Coimbatore, Tamilnadu, India
sreejana.s.sci@kct.ac.in

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