Persisting students’ explanations of and emotional responses to academic failure

Ajjawi, R; Dracup, M; Zacharias, N; Bennett, S; Boud, D

Persisting students’ explanations of and emotional responses to academic failure

Ajjawi, R Dracup, M Zacharias, N Bennett, S Boud, D

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Publisher:: Taylor & Francis (Routledge)
Publication Type:: Journal Article
Citation:: Higher Education Research and Development, 2020, 39, (2), pp. 185-199
Issue Date:: 2020-01-01

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Field	Value	Language
dc.contributor.author	Ajjawi, R
dc.contributor.author	Dracup, M
dc.contributor.author	Zacharias, N
dc.contributor.author	Bennett, S
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.date.accessioned	2020-09-27T20:58:39Z
dc.date.available	2020-09-27T20:58:39Z
dc.date.issued	2020-01-01
dc.identifier.citation	Higher Education Research and Development, 2020, 39, (2), pp. 185-199
dc.identifier.issn	0729-4360
dc.identifier.issn	1469-8366
dc.identifier.uri	http://hdl.handle.net/10453/142893
dc.description.abstract	© 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Academic failure is an important and personal event in the lives of university students, and the ways they make sense of experiences of failure matters for their persistence and future success. Academic failure contributes to attrition, yet the extent of this contribution and precipitating factors of failure are not well understood. To illuminate this world-wide problem, we analysed institutional data at a large, comprehensive Australian university and surveyed 186 undergraduate students who had failed at least one unit of study in 2016, but were still enrolled in 2017. Academic failure increased the likelihood of course attrition by 4.2 times. The students who failed and persisted attributed academic failure to a confluence of dispositional, situational, and institutional factors. There was a compounded effect of academic failure on already-vulnerable students resulting in strong negative emotions. Viewing persistence as an interaction between individuals and their sociocultural milieu opens up different avenues for research and considerations for support.
dc.language	English
dc.publisher	Taylor & Francis (Routledge)
dc.relation.ispartof	Higher Education Research and Development
dc.relation.isbasedon	10.1080/07294360.2019.1664999
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research and Development, 2020, 39, (2), pp. 185-199, available online: https://dx.doi.org/10.1080/07294360.2019.1664999.	en_US
dc.subject	13 Education
dc.title	Persisting students’ explanations of and emotional responses to academic failure
dc.type	Journal Article
utslib.citation.volume	39
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
dc.date.updated	2020-09-27T20:58:35Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	39
utslib.citation.issue	2

Abstract:

© 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Academic failure is an important and personal event in the lives of university students, and the ways they make sense of experiences of failure matters for their persistence and future success. Academic failure contributes to attrition, yet the extent of this contribution and precipitating factors of failure are not well understood. To illuminate this world-wide problem, we analysed institutional data at a large, comprehensive Australian university and surveyed 186 undergraduate students who had failed at least one unit of study in 2016, but were still enrolled in 2017. Academic failure increased the likelihood of course attrition by 4.2 times. The students who failed and persisted attributed academic failure to a confluence of dispositional, situational, and institutional factors. There was a compounded effect of academic failure on already-vulnerable students resulting in strong negative emotions. Viewing persistence as an interaction between individuals and their sociocultural milieu opens up different avenues for research and considerations for support.

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http://hdl.handle.net/10453/142893