The Difference of Fear of Failure on Undergraduate Students of

Engineering Faculty based on Gender

Amil Fitrianda, Zaujatul Amna

Department of Psychology at Universitas Syiah Kuala

Keywords: Fear of Failure, Undergraduate Students, Engineering, Gender.

Abstract: The number of women and men studying at Engineering Faculty as well as the rate of women and men’s

involvement in engineering-related profession is different. The differences cause fear of failure on men and

women. This study aimed to find out the difference of fear of failure on Students of Engineering Faculty

based on gender in Universities in Aceh. Sampling Technique was purposive with 70 students of

Engineering Faculty as the samples consisting of 35 men and 35 women. Data collecting technique was

using Performance Failure Appraisal Inventory (PFAI) scale by Conroy (2002) with reliability coefficient

score of (α) =0.920. Hypothesis testing used independent sample t-test with significance score of 0,174

(p>0.05). Based on the result, it can be concluded that there is no different fear of failure based on sex on

Students of Engineering Faculty in Universities in Aceh. Additional analysis shows that there is different

fear of failure in term of Academic Level with significance score of 0,029 (p<0.05), in contrary, no different

fear of failure in term of age and major with significance score of 0,279 (p>0.05) and 0.943 (p>0.05)

respectively.

1 INTRODUCTION

Gender differences issue in various life aspects is

still happening today. One of them is a discussion on

gender based on participation and success level in

educational fields. A case related to the difference of

gender participation level in educational field

happened in University of Syiah Kuala (Unsyiah)

that the differences of specialization in the Faculty

of Engineering based on gender was present. It is

based on the 2018 student data of University of

Syiah Kuala which showed that male students

dominated with 2,879 students and only 1,588

female students (Data Kemahasiswaan Unsyiah,

2018).

Level of participation on Engineering field also

happened in the working world. According to a

survey by International Labour Organization (2015),

in Indonesia in 2015, even in the present time,

occupations related to engineering field such as

factory operators, machine operators, and assemblers

were dominated by males with percentage as many

as 87.1%. Furthermore, Debora (2016) explained

that 82% staff working at technology division in

Google were males and the rests were females.

Moreover, Debora (2016) stated that the number of

engineers in Apple.Inc was 80% and only 20% of

whom were females.

The difference of participation level based on

gender as explained above could be caused by

several things. First, it is caused by the difference of

individuals’ biological characters related to tendency

of occupational preference (Browne, 2002). Second,

there is a stereotype that occupation on engineering

is masculin, tough, and dirty job or outdoor-related

job, so that the number of women is less than men

because it is considered unsuited for women who are

described weak and feminine (Madara & Cherotich,

2016).

Nelson, Newman, McDaniel, and Buboltz (2013)

explain that the different participation between men

and women raises fear of failure among women in

undergoing their education. Moreover, Sherman

(1988) explains that the dominance of men in

engineering field emerges lack of self-efficacy on

engineering-related abilities among women. The

research by Papastergiou (2008) supported the

previous statement that women’s self-efficacy in

undergoing engineering education was lower than

men’s. The lack of self-efficacy would emerge fear

of failure (Elliot & McGregor, 1997).

Fitrianda, A. and Amna, Z.

The Difference of Fear of Failure on Undergraduate Students of Engineering Faculty based on Gender.

DOI: 10.5220/0009783403450351

In Proceedings of the 1st International Conference on Psychology (ICPsy 2019), pages 345-351

ISBN: 978-989-758-448-0

345

Conroy (2001) states that fear of failure is an

anticipation of failure negative consequences.

Moreover, Conroy (2001) says that an individual

with fear of failure tends to avoid some unpleasant

consequences,namely embarrassment and shame in

front of significant others, losing respect and social

influences, self-esteem devaluation, and self-

underestimating. Specifically, Nelson, Newman,

McDaniel, and Buboltz (2013) explain about fear of

failure that men and women involved in engineering

have different reasons why they fear of failure. First,

women have more feeling about failure being able to

cause uncertain future than men do. Second, men

consider that failure could affect losing of important

others’ interest in them which does not happen to

women.

2 LITERATURE REVIEW

2.1 Fear of Failure

Conroy (2001) defines fear of failure as an

anticipation of negative consequences of failure.

According to Conroy (2001), there are 5 dimensions

of fear of failure, namely fear of shame and

embarrassment, fear of devaluing one’s self-

estimate, fear of losing social influence, fear of

having an uncertain future, fear of upsetting

important others.

2.2 Sex

Taylor, Peplau, and Sears (2009) define sex as the

most fundamental category in social life which

categorizes into masculine and feminine. Generally,

sex is classified into two, male and female.

Moreover, Santrock (2002) defines sex as

individual’s biological dimension as female and

male and its existence in social, cultural and

psychological dimension which is frequently termed

gender.

3 RESEARCH METHOD

This study used quantitative approach with

comparative design. The samples were 70 students

of Engineering Faculty, Universitas Syiah Kuala

consisting of 35 men and 35 women, each of

studying year contributed for 10 students. Data

collecting method was The Performance Failure

Appraisal Inventory (PFAI) consisting of 25 items

by Conroy (2002). The scale was 5-point Likert

scale (strongly agree, agree, neutral, disagree,

strongly disagree) used to fill the instrument of

PFAI. Data were analyzed with Statistical Product

and Service Solution (SPSS) by conducting several

tests namely normality test with One-Sample

Kolgomorov Smirnov, homogeneity test with One-

Way Anova, and hypothesis test with Independent

Sample T-Test.

4 RESULT

Table 1: Socio Demographic Data.

Description

Sex

N %

Male Female

Studi year

2012

5 5 10 14,29

2013

5 5 10 14,29

2014

5 5 10 14,29

2015

5 5 10 14,29

2016

5 5 10 14,29

2017

5 5 10 14,29

2018

5 5 10 14,29

Semester

5 5 10 14,29

III

5 5 10 14,29

VII

5 5 10 14,29

XII

5 5 10 14,29

Major

Industrial

Engineering

4 11 15 21.43

Civil

Engineering

7 6 13 18.57

Electro

Engineering

5 5 10 14.29

Architectural

Engineering

2 4 6 8.57

Mechanical

Engineering

6 0 6 8.57

Geophysical

Engineering

2 3 5 7.14

Chemical

Engineering

2 2 4 5.71

Planology

Engineering

3 1 4 5.71

Computer

Engineering

2 1 3 4.29

Mining

Engineering

1 1 2 2.86

Electrical 1 0 1 1.43

ICPsy 2019 - International Conference on Psychology

346

Description

Sex

N %

Male Female

Engineering

Geological

Engineering

0 1 1 1.43

Age

16-Year-Old 1 0 1 1.43

17-Year-Old 0 1 1 1.43

18-Year-Old 6 5 11 15.71

19-Year-Old 4 4 8 11.43

20-Year-Old 5 6 11 15.71

21-Year-Old 4 4 8 11.43

22-Year-Old 5 6 11 15.71

23-Year-Old 6 5 11 15.71

24-Year-Old 5 2 7 10

25-Year-Old 1 0 1 1.43

Total subjects based on semester and study year

were similar for 10 students (14.29%) consisting of

5 males and 5 females. Meanwhile, based on major,

the majority subjects were from Industrial

Engineering for 15 students (21.43%). Based on age,

subjects were dominated by those from 18, 20, 22,

and 23-year-old, each of which was accounted for 11

students (15.71%).

Normality test held to 70 subjects resulted that

the instrument of Performance Failure Appraisal

Inventory (PFAI) was normally distributed with

significance score (p) = 0.973 (p>0. 05). On the

other hand, homogeneity test showed the research

data were homogeneous with significance score

0.326 (p>0.05). Meanwhile, hypothesis test

conducted using Independent Sample T-Test showed

the result in the table 2 below.

Table 2: Analysis of Independent Sample T-Test to the

Students of Engineering Faculty Based on Gender.

Fear of Failure N Mean Sig.

Males 35 70.51

0.174

Females 35 75.37

Table 2 shows significance score of the research

(p) = 0.174, that the score was higher that standard

level of significance (p<0.05), therefore the

hypothesis was rejected. In conclusion, there was no

difference of fear of failure on undergraduate

students of Engineering Faculty in Syiah Kuala

University based on Gender.

In addition, descriptive analysis was conducted

to see hypothetical and empirical data of fear of

failure variable. Data description is showed in the

table 3.

Table 3: Description of Fear of Failure Variable.

FoF Hypothetical Data Empirical Data

Xmi

SD X

Mal

125 25 75 6.6

92 36 70.

13.

mal

125 25 75 6.6

41 75.

15.

Description of Hypothetical Score Formula:

1. Minimum score (Xmin) is result of total scale

items multiplied by the lowest score of answer.

2. Maximum score (Xmax) is the result of total scale

items multiplied by the highest score of answer.

3. Hypothetic mean (μ) has formula μ = (max score

+ min score)/2.

4. Standard deviation (σ) of hypothetic is: σ = (max

score - min score)/6.

Based on statistical analysis, hypothetically

descriptive analysis showed that the minimum answer was

25 and the maximum answer was 125. Mean was 75 and

standard deviation was 16.66. Meanwhile, empirical data

showed that minimum answer of males was 36 and

maximum answer was 92, while mean was 70.51 and

standard deviation was 13.933, on the other hand

minimum answer of female was 41 and maximum answer

was 103 with mean for 75.37 and standard deviation for

15.613. Based on the description of research result above,

the subject categorizing was three categories, low,

moderate and high. The categorization used by the

researchers in this study was normal distribution-based

categorization with stratified category because the

population was distributed normally (Azwar, 2013). The

categorization based on the formula in the table 4.

Table 4: Formula of Categorization Norm.

Interval Formula Categorization

X < μ ˗ 1,0 σ Low

μ ˗ 1,0 σ ≤ X < μ + 1,0 σ Moderate

μ + 1,0 σ ≤ X High

Description:

μ = Hypothetic mean of Scale

σ = Standard Deviation of Scale

Based on categorization norm above, so it can be

formulated as follows:

X < μ ˗ 1,0 σ X > μ + 1,0 σ

X < 75 ˗ 1,0 (16,66) X > 75 + 1,0 (16,66)

X < 75 ˗ 16,66 X > 75 + 16,66

X < 58,34 X > 91,66

The Difference of Fear of Failure on Undergraduate Students of Engineering Faculty based on Gender

347

Meanwhile, categorization norm of diagnosis

based on samples score of fear of failure variable is

presented as follows:

Table 5: Categorization of Fear of Failure.

Score Categ

ory

Males

Females

Total (%) Total (%)

X < 58.34

Low

8.57

58.34 ≤ X <

91,66

Moder

ate

27 68.5

26 71.

≤ 91.66 X High

22.8

8.5

Total 34 100 35 100

Based on table 5, it can be concluded that 8

males and 2 females were at low category of fear of

failure, 27 males and 26 females were at moderate

category of fear of failure. Meanwhile, 7 subjects

were at high category of fear of failure, all of them

were females.

5 DISCUSSION

This study was conducted to know the difference of

fear of failure on undergraduate students at

Engineering Faculty based on gender in Universitas

Syiah Kuala. Based on independent sample t-test,

significance score was (p) = 0.174 (p<0,05). The

result of independent sample t-test showed that the

hypothesis was rejected which meant there was no

difference of fear of failure on undergraduate

students at Engineering Faculty based on gender in

Univesitas Syiah Kuala.

The result of this study is in accordance with the

study conducted by Correira, Rosado, Serpa and

Ferreira (2017) about the difference of fear of failure

among atheletes which showed that there was no

difference of fear of failure between males and

females. The research by Sagar, Boardly and

Kavussanu (2011) showed the similar result that

there was no difference of fear of failure between

males and females.

The research by Fried-Buchalter (1997) also

showed there was no difference of fear of failure

between males and females. According to Fried-

Buchalter (1997), fear of failure is part of motivation

to achieve on a student, so that each individual

convert fear to be an action to achieve something.

Furthermore, Fried-Buchalter (1997) explains that

no difference of fear of failure between males and

females because each individual, either male or

female, has a motivation to achieve despite gender

difference.

Hersh (2000) states that the absence of fear of

failure among genders can be seen from many

females being involved in the field of engineering

which keeps increasing until present day, therefore it

could raise females‘ self-efficacy to keep taking part

in engineering field. The assumption would emerge

that the increase number of spesialization based on

gender shows that there is no anxiety or fear inside a

gender, especially females, to compete with the

dominating gender, in this context is males. The

assumption was supported by data of

Kemahasiswaan Unsyiah (2018) showing that from

2010 to 2018 there was an increase number of

female students studying at Engineering Faculty, it

raised females‘ self-efficacy related to their

involvement in Engineering Faculty. Thus, it can be

concluded that there is no fear of failure between

males and females was caused by the rise of

females‘ self-efficacy who were involved at

engineering field.

The absence of fear of failure difference on

students of Engineering Faculty based on gender in

this study was caused by the women showing that

their ability was equal or even higher than men in

term of engineering education, it was proven by

Data of Kemahasiswaan Unsyiah (2018) that there

were 200 female students with Cumulative Index of

Achievement (IPK) from 3.5 to 4.00, while there

were 95 male students obtained Cumulative Index of

Achievement (IPK) 3.5 – 4.00. Felder, Felder, and

Mauney (1995) explain that women who feel that

their performance is not better than men have higher

level of fear of failure, while those who feel that

they have good performance have the same level of

fear of failure as men. Therefore, the female subjects

in this study did not show higher fear of failure than

men because they have same performance or even

better than men.

Based on analysis of each dimension of fear of

failure, there was difference of fear of failure

between men and women at dimension of fear of

devaluing of one‘s self-estimate, while the other

dimensions showed there were no differences

between men and women. Analysis result of the

difference of fear of failure based on dimension can

be seen in table 6.

ICPsy 2019 - International Conference on Psychology

348

Table 6: Difference of Fear of Failure Based on

Dimension.

Dimensions Sig.

Fear of Embarrasment and Shame

0.064

Fear of Devaluing of one‘s self-estimate

0.031

Fear of Having Uncertain Future

0.247

Fear of Losing Social Influence

0.973

Fear of Upsetting Important Others 0.1000

Based on tabel 6, there was no difference of fear

of failure between men and women who studied at

Engineering Faculty based on dimension of fear of

embarrasment and shame with significance score (p)

= 0.064 (p<0.05), fear of having uncertain future

with significance score (p) = 0.247 (p<0.05), fear of

losing social influence with significance score (p) =

0.973 (p<0.05), and fear of upsetting important

others with significance score (p) = 0.1000 (p<0.05).

the research which is in accordance with this

research is by Sunkarapalli and Agarwal (2017) that

showed that there was no difference of fear of failure

between men and women based on dimension of

fear of embarrasment and shame and having

uncertain future. Sunkarapalli and Agarwal (2017)

stated that no difference of fear of failure based on

dimension of fear of embarrasment and shame and

dimension of fear of having uncertain future was

caused by same roles between men and women

which made them responsible for failure causing

shame and uncertain future.

Based on table 6, there was difference of fear of

failure on undergraduate students of Engineering

Faculty based on dimension of fear of devaluing of

one‘s self-estimate (0.031). Nelson, Newman,

McDaniels, and Buboltz (2013) supported this study

by result of their research that there was difference

of fear of failure between men and women studying

in Engineering Faculty based on dimension of fear

of devaluing of one‘s self-estimate, in this context

women had fear of devaluing of self-estimate higher

than men did. According to Nelson, Newman,

McDaniels, and Buboltz (2013), the reason why

women had higher of fear of devaluing self-estimate

was because women had lower self-efficacy and

self-esteem in term of their role in engineering

education. Another research supporting this research

is by Sagar, Boardley and Kavussanu (2011)

showing that there was difference of fear of failure

between men and women based on dimension of

fear of devaluing of one‘s self-estimate.

Analysis of difference of fear of failure was also

conducted based on subject demography namely

year of study, age, and major. Analysis result of

difference of fear of failure based on year of study

showed in table 7.

Table 7: Analysis Result of Difference of Fear of Failure

Based on Year of Study.

Year of

Study

Total

Subjects

(%) Minimum

Maximum

Sig.

2018 10 14,29 45

0.029

2017 10 14,29 49

2016 10 14,29 54

2015 10 14,29 36

2014 10 14,29 49

2013 10 14,29 53

2012 10 14,29 50

103

Total 70 100 36

103

Tabel 7 shows that there was fear of failure on

undergraduate students of Engineering Faculty based

on year of study (0.029). The result is in accordance

with research by Azkhazaleh and Mahasneh (2015)

finding that there was fear of failure among the first,

second, third and fourth year undergraduate

students. According to Azkhazaleh and Mahasneh

(2015), difference of fear of failure among

undergraduate students was caused by level of

expectation and demand faced by the students, the

early year students tended to have lower demand

than the last year students, so that the level of fear of

failure perceived by the early year students lower

than that of the last year students. Analysis result of

difference of fear of failure based on age is showed

in table 8

Table 8: Analysis of Difference of Fear of Failure Based

on Age.

Age Total (%) Sig.

16-Year-Old

1.43 0.279

17-Year-Old

1.43

18-Year-Old 11 15.71

19-Year-Old

11.43

20-Year-Old 11 15.71

21-Year-Old

11.43

22-Year-Old 11 15.71

23-Year-Old 11 15.71

24-Year-Old

25-Year-Old

1.43

Total 70 100

Tabel 8 shows that there is no difference of fear

of failure on undegraduate students of Engineering

Faculty based on age of subjects (0.279). the

subjects in this study mostly were early adult from

The Difference of Fear of Failure on Undergraduate Students of Engineering Faculty based on Gender

349

18 to 24-year-old, according to Hidayah (2002),

students at early adulthood have similar

responsibilities for their education, so that their fear

of failure is also at similar level. In addition,

according to Sunkarapalli and Agarwal (2017), there

is no fear of failure on early adults from 18 to 27-

year-old. Sunkarapalli and Agarwal (2017) also state

that there is no difference of fear of failure among

early adulthood shows that the level of fear of failure

does not change despite age, the change starts at 40-

year-old in which the failure is not important thing

for that group of age, it is because all achievements

have obtained by 40-year-old individuals. Other

study that is in accordance with this research is by

Coreira, Marco, Rosado, Serpa, and Ferreira (2017)

that showed that there was no difference of fear of

failure based on age. Analysis result of difference of

fear of failure based on major is showed in table 9.

Table 9: Analysis Result of Difference of Fear of Failure

Based on Major.

Table 9 shows that there was no difference of

fear of failure on undergraduate students of

Engineering Faculty based on major with significant

score (p) = 0.943. The reason behind that can be

explained based on level of fear of failure.

According to Nelson, Newman, McDaniels and

Buboltz (2013), factor that affect level of fear of

failure among engineering students is students‘ fear

of having uncertain future career at engineering

field. According to Hersh (2000), an individual

working at engineering field tends to have proper

career and income. Therefore, every students at

various engineering major did not have difference of

fear of failure due to the absence of fear of uncertain

future.

This study is in accordance with research

conducted by Hartati (2018) that showed that there

was no difference of fear of failure based on major.

Hartati (2018) explained that the absence of

difference of fear of failure based on major was

caused by students‘ perception on their tasks which

were mostly similar despite their major, the

perception on easy or difficult tasks depends on an

individual.

6 CONCLUSION

Research result showed that there was no difference

of fear of failure between men and women studying

in Engineering Faculty of Universitas Syiah Kuala.

The result also showed that there was no difference

of fear of failure between men and women based on

age, year of fstudy and major. Futhermore. The

result showed that there was difference of fear of

failure between men and women based on dimension

of fear of devaluing of one‘s self-estimate, while

there is no difference of fear of failure on other

dimensions namely dimensions of fear of

embarrasment and shame, fear of having uncertain

future, fear of losing social influence and fear of

upsetting important others.

Several limitations of this study were first short

time, which cause unequal number of subject based

on majors, second only one faculty. Future

researcher, who is interested in conducting research

with similar variable to this research, is better to use

qualitative approach in order to deepen research

result, especially the topic related to dynamic and

description of fear of failure on students of

Engineering Faculty. Moreover, future researcher

can conduct research on fear of failure at other

faculties.

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