Development of a scale about failure beliefs in academic activities

Abstract

The present study developed a scale to measure individual differences in beliefs about failure in academic activities. In order to address the issue of children's vulnerability in dealing with abstract questions, we proposed a higher-factor model that hypothesizes an entire failure belief as a common factor in 4 situations: (a) engaging in a task, (b) making a statement in class, (c) taking a regular test, and (d) taking an entrance examination. In the main study, 984 junior high school students from the 7th to 9th grades participated in a questionnaire survey. The results of an exploratory factor analysis supported a 2-factor model consisting of "utilization-possibility of failure" and "tearfulness toward failure" in each of the 4 situations. In addition, fit indices of the hypothesized higher-order factor model satisfied the applicable criteria for acceptability. Correlation analysis provided evidence supporting the validity of the scale. We discuss possibilities for future study and educational practices by using the developed scale.