International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12

line decor
  
line decor

 Volume 13, Issue 7 (July 2026), Pages: 268-276

----------------------------------------------

 Original Research Paper

Academic burnout, fear of failure, and academic grit as predictors of academic life satisfaction among pre-service mathematics teachers

 Author(s): 

Christopher R. Vergara *

 Affiliation(s):

College of Education, Nueva Ecija University of Science and Technology, Cabanatuan City, Philippines

 Full text

    Full Text - PDF

 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0009-0009-9096-1449

 Digital Object Identifier (DOI)

 
https://doi.org/10.21833/ijaas.2026.07.025

 Abstract

In the increasingly demanding landscape of teacher education, pre-service teachers face not only intellectual challenges but also emotional and psychological stressors that affect their overall academic experience. This study investigates the interplay of academic burnout, fear of failure, and academic grit in predicting academic life satisfaction among pre-service mathematics teachers. Employing a descriptive-correlational design, the study involved 128 pre-service mathematics teachers. Data were analyzed using descriptive statistics, Pearson’s r correlation, and hierarchical regression. The results indicate that while participants reported moderate levels of burnout and fear of failure, they demonstrated high levels of academic grit and academic life satisfaction. Academic grit showed a moderate positive correlation with satisfaction and emerged as its sole significant predictor. Interestingly, fear of failure demonstrated a weak but positive association with satisfaction, while burnout showed no significant relationship. These findings highlight grit as a key psychological resource that supports well-being in high-pressure academic environments and have implications for developing grit-building practices in mathematics teacher education.

 © 2026 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

Academic burnout, Fear of failure, Academic grit, Academic life satisfaction, Pre-service teachers

 Article history

Received 28 April 2026, Received in revised form 24 July 2026, Accepted 3 August 2026

 Acknowledgment

The author extends sincere gratitude to the participants for their time and honest responses; to the College Dean and Department Chair for granting approval to conduct the study; to the subject teachers for their assistance in data collection; and to the panel of experts for validating the research instruments. 

 Compliance with ethical standards

 Ethical considerations

Ethical approval was obtained from the Office of the Dean and the College Research Unit prior to the conduct of the study. Informed consent was secured from all participants. Participant anonymity and data confidentiality were maintained by removing identifying information and limiting data access to the researchers. All procedures complied with the Data Privacy Act of 2012 (Republic Act No. 10173). 

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

Vergara CR (2026). Academic burnout, fear of failure, and academic grit as predictors of academic life satisfaction among pre-service mathematics teachers. International Journal of Advanced and Applied Sciences, 13(7): 268-276

  Permanent Link to this page

---------------------------------------------- 

 References (37)

  1. Ain NU, Munir M, and Suneel I (2021). Role of emotional intelligence and grit in life satisfaction. Heliyon, 7(4): e06829. https://doi.org/10.1016/j.heliyon.2021.e06829   [Google Scholar] PMid:33997383 PMCid:PMC8093457
  2. Alhadabi A and Karpinski AC (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in university students. International Journal of Adolescence and Youth, 25(1): 519-535. https://doi.org/10.1080/02673843.2019.1679202   [Google Scholar]
  3. Antaramian S (2017). The importance of very high life satisfaction for students’ academic success. Cogent Education, 4(1): 1307622. https://doi.org/10.1080/2331186X.2017.1307622   [Google Scholar]
  4. Boileau L, Gaudreau P, and Pétrin-Pomerleau P (2026). Fear of failure as motivation: A novel conceptualization and measure. Journal of Personality Assessment, 108(2): 235-249. https://doi.org/10.1080/00223891.2025.2555358   [Google Scholar] PMid:40970642
  5. Clark KN and Malecki CK (2019). Academic grit scale: Psychometric properties and associations with achievement and life satisfaction. Journal of School Psychology, 72: 49-66. https://doi.org/10.1016/j.jsp.2018.12.001   [Google Scholar] PMid:30819462
  6. Conroy DE (2001). Progress in the development of a multidimensional measure of fear of failure: The Performance Failure Appraisal Inventory (PFAI). Anxiety, Stress and Coping, 14(4): 431-452. https://doi.org/10.1080/10615800108248365   [Google Scholar]
  7. Conroy DE, Willow JP, and Metzler JN (2002). Multidimensional fear of failure measurement: The performance failure appraisal inventory. Journal of Applied Sport Psychology, 14(2): 76-90. https://doi.org/10.1080/10413200252907752   [Google Scholar]
  8. Creswell JW (2014). Research design: Qualitative, quantitative, and mixed methods approaches. 4th Edition, SAGE Publications, Thousand Oaks, USA.   [Google Scholar]
  9. De Castella K, Byrne D, and Covington M (2013). Unmotivated or motivated to fail? A cross-cultural study of achievement motivation, fear of failure, and student disengagement. Journal of Educational Psychology, 105(3): 861-880. https://doi.org/10.1037/a0032464   [Google Scholar]
  10. Duckworth AL, Peterson C, Matthews MD, and Kelly DR (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6): 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087   [Google Scholar] PMid:17547490 PMCid:PMC10654582
  11. Duru E, Balkis M, and Duru S (2024). Fear of failure and academic satisfaction: The mediating role of emotion regulation difficulties and procrastination. European Journal of Psychology of Education, 39: 2901-2914. https://doi.org/10.1007/s10212-024-00868-9   [Google Scholar]
  12. Feraco T, Resnati D, Fregonese D, Spoto A, and Meneghetti C (2023). An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions. European Journal of Psychology of Education, 38: 109-130. https://doi.org/10.1007/s10212-022-00601-4 PMid:40477547   [Google Scholar] PMCid:PMC8795749
  13. Ferreira J, Peixoto C, Coelho V, Barros S, Sousa-Pereira F, Machado F, and Marques-Pinto A (2025). Burnout and emotional regulation: Insights from students enrolled in higher education programs for initial teacher training. Frontiers in Education, 10: 1534420. https://doi.org/10.3389/feduc.2025.1534420   [Google Scholar]
  14. Franzen J, Jermann F, Ghisletta P, Rudaz S, Bondolfi G, and Tran NT (2021). Psychological distress and well-being among students of health disciplines: The importance of academic satisfaction. International Journal of Environmental Research and Public Health, 18(4): 2151. https://doi.org/10.3390/ijerph18042151   [Google Scholar] PMid:33672097 PMCid:PMC7926619
  15. Giel LI, Noordzij G, Noordegraaf-Eelens L, and Denktaş S (2020). Fear of failure: A polynomial regression analysis of the joint impact of the perceived learning environment and personal achievement goal orientation. Anxiety, Stress, & Coping, 33(2): 123-139. https://doi.org/10.1080/10615806.2019.1695603   [Google Scholar] PMid:31762323
  16. Henry MA, Shorter S, Charkoudian LK, Heemstra JM, Le B, and Corwin LA (2021). Quantifying fear of failure in STEM: Modifying and evaluating the Performance Failure Appraisal Inventory (PFAI) for use with STEM undergraduates. International Journal of STEM Education, 8: 43. https://doi.org/10.1186/s40594-021-00300-4   [Google Scholar]
  17. Jan S and Parveen A (2024). Construction and validation of academic burnout scale. Discover Psychology, 4: 104. https://doi.org/10.1007/s44202-024-00201-x   [Google Scholar]
  18. Jiang W, Xiao Z, Liu Y, Guo K, Jiang J, and Du X (2019). Reciprocal relations between grit and academic achievement: A longitudinal study. Learning and Individual Differences, 71: 13-22. https://doi.org/10.1016/j.lindif.2019.02.004   [Google Scholar]
  19. Johanson GA and Brooks GP (2010). Initial scale development: Sample size for pilot studies. Educational and Psychological Measurement, 70(3): 394-400. https://doi.org/10.1177/0013164409355692   [Google Scholar] PMCid:PMC12136430
  20. Lawshe CH (1975). A quantitative approach to content validity. Personnel Psychology, 28(4): 563-575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x   [Google Scholar]
  21. Li K, Wang H, Siu OL, and Yu H (2024). How and when resilience can boost student academic performance: A weekly diary study on the roles of self-regulation behaviors, grit, and social support. Journal of Happiness Studies, 25(4): 36. https://doi.org/10.1007/s10902-024-00749-4   [Google Scholar]
  22. Lozano-Jiménez JE, Huéscar E, and Moreno-Murcia JA (2021). From autonomy support and grit to satisfaction with life through self-determined motivation and group cohesion in higher education. Frontiers in Psychology, 11: 579492. https://doi.org/10.3389/fpsyg.2020.579492   [Google Scholar] PMid:33488450 PMCid:PMC7819969
  23. Lutovac S (2019). Pre-service mathematics teachers’ narrated failure: Stories of resilience. International Journal of Educational Research, 98: 237-244. https://doi.org/10.1016/j.ijer.2019.09.006   [Google Scholar]
  24. Madigan DJ and Curran T (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33: 387-405. https://doi.org/10.1007/s10648-020-09533-1   [Google Scholar]
  25. Meng Y, Sun Y, Yang L, and Othman Mydin Y (2025). Mechanisms from growth mindset to psychological well-being of Chinese primary school students: The serial mediating role of grit and academic self-efficacy. Behavioral Sciences, 15(5): 621. https://doi.org/10.3390/bs15050621   [Google Scholar] PMid:40426399 PMCid:PMC12109404
  26. OECD (2023). PISA 2022 results (volume I): The state of learning and equity in education. OECD Publishing, Paris, France. https://doi.org/10.1787/53f23881-en   [Google Scholar]
  27. Okur S, Ekşi H, Demirci İ, and Ekşi F (2025). Academic encouragement and academic wellbeing: Mediating roles of grit and hope. Psychological Reports, 128(4): 2577-2603. https://doi.org/10.1177/00332941231181302   [Google Scholar] PMid:37265225
  28. Pasco JC (2026). Academic burnout, self-esteem, and buoyancy: Predictors of mathematics performance among pre-service teachers. International Journal on Studies in Education, 8(1): 200–211. https://doi.org/10.46328/ijonse.5563   [Google Scholar]
  29. Pham Thi TD and Duong NT (2024). Investigating learning burnout and academic performance among management students: A longitudinal study in English courses. BMC Psychology, 12: 219. https://doi.org/10.1186/s40359-024-01725-6   [Google Scholar] PMid:38650026 PMCid:PMC11036769
  30. Qin L, Lu J, Zhou Y, Wijaya TT, Huang Y, and Fauziddin M (2022). Reduction of academic burnout in preservice teachers: PLS-SEM approach. Sustainability, 14(20): 13416. https://doi.org/10.3390/su142013416   [Google Scholar]
  31. Ryan RM and Deci EL (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1): 68–78. https://doi.org/10.1037/0003-066X.55.1.68   [Google Scholar] PMid:11392867
  32. Ryan RM and Deci EL (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications, New York, USA. https://doi.org/10.1521/978.14625/28806   [Google Scholar] PMCid:PMC10587661
  33. Schaufeli WB, Salanova M, González-Romá V, and Bakker AB (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1): 71-92. https://doi.org/10.1023/A:1015630930326   [Google Scholar]
  34. Schmitt N, Oswald FL, Friede A, Imus A, and Merritt S (2008). Perceived fit with an academic environment: Attitudinal and behavioral outcomes. Journal of Vocational Behavior, 72(3): 317-335. https://doi.org/10.1016/j.jvb.2007.10.007   [Google Scholar]
  35. Vansteenkiste M and Ryan RM (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23(3): 263–280. https://doi.org/10.1037/a0032359   [Google Scholar]
  36. Wellberg S (2025). An examination of pre-service mathematics teachers’ course-taking, beliefs, and preferred assessment practices. Journal of Mathematics Teacher Education, 28: 1567-1606. https://doi.org/10.1007/s10857-024-09640-8   [Google Scholar]
  37. Zalazar-Jaime MF, Moretti LS, and Medrano LA (2022). Contribution of academic satisfaction judgments to subjective well-being. Frontiers in Psychology, 13: 772346. https://doi.org/10.3389/fpsyg.2022.772346   [Google Scholar] PMid:35668989 PMCid:PMC9163815