THE MODERATING ROLE OF COGNITIVE FLEXIBILITY IN THE RELATIONSHIP BETWEEN ACADEMIC MOTIVATION AND FEAR OF FAILURE AMONG PAKISTANI UNDERGRADUATES

Abstract

The purpose of this research is to investigate the moderating role of cognitive flexibility on the relationship between academic motivation and fear of failure among undergraduate students in Pakistan. Academic motivation is a critical factor in students' educational success, while fear of failure can negatively impact performance, leading to anxiety, avoidance behaviors, and diminished academic outcomes. Cognitive flexibility, defined as the ability to adapt to changing cognitive demands and perspectives, is proposed as a protective factor that may buffer the adverse effects of fear of failure.

The research employed a quantitative methodology, using validated instruments including the Academic Motivation Scale (AMS), Fear of Failure Scale (FOFS), and Cognitive Flexibility Scale (CFS). Data were collected from 400 undergraduate students across public and private universities in Lahore. Structural Equation Modeling (SEM) and moderation analysis were conducted using AMOS to explore the relationships among the variables.

Results revealed a significant negative correlation between academic motivation and fear of failure. Moreover, cognitive flexibility was found to significantly moderate this relationship, indicating that students with higher levels of cognitive flexibility exhibited less fear of failure while maintaining higher academic motivation. Additionally, moderation effects varied across gender and academic disciplines, with notable differences in how male and female students, as well as students in different fields of study, responded to the interplay between motivation and fear.

This study fills a significant research gap in the Pakistani educational context, highlighting the crucial role of cognitive flexibility in academic resilience. It offers practical implications for educators, policymakers, and curriculum designers to foster cognitive flexibility through interventions, thereby promoting adaptive learning strategies, reducing fear-based academic disengagement, and enhancing motivation. The findings underscore the importance of psychological skills training in higher education to develop students’ capacity for academic success in the face of challenges.