Background

Academic tripping, the phenomenon of students underperforming relative to their capabilities, presents a significant challenge in nursing education. Psychological factors such as self-control, fear of failure (atychiphobia), and learned helplessness are theorized to play a critical, yet underexplored, role in this process.

Aim

This study aimed to investigate the interrelationships between self-control, fear of failure, and learned helplessness among first-year nursing students who have experienced academic tripping.

Methods

A cross-sectional, exploratory design was employed with 370 first-year nursing students from two Egyptian universities, selected via convenience sampling. Participants completed validated Arabic versions of the Performance Failure Appraisal Inventory (PFAI), Learned Helplessness Scale (LHS), and Brief Self-Control Scale (BSCS). Pearson's correlation coefficient (r), ANOVA, and t-tests were used to analyze bivariate relationships and group differences. A path analysis was conducted to model the direct and indirect effects between the core variables.

Results

Participants reported moderate levels of learned helplessness (M = 44.12, SD = 5.32), self-control (M = 34.84, SD = 7.13), and fear of failure (M = 69.64, SD = 20.10). A significant negative correlation was found between self-control and learned helplessness (r = −0.235, p < .001). Path analysis revealed that self-control exerts a significant direct effect on reducing learned helplessness (β = −0.097, p = .005) and a stronger indirect effect by mitigating negative failure appraisal (β = −0.533, p < .001), which in turn predicts helplessness (β = 0.085, p < .001). Study hours and the presence of an academic tripping plan were also significantly associated with better psychological outcomes.

Conclusion

The findings demonstrate that self-control is a pivotal protective factor against learned helplessness, operating both directly and indirectly through its reduction of catastrophic failure appraisal. This suggests that interventions designed to enhance self-regulatory capacities and reframe cognitive appraisals of failure may be effective in breaking the cycle of academic tripping and fostering resilience among novice nursing students.

Search results

Academic Tripping Among Novice Nursing Students: Understanding the Interplay of Self-Control,Atychiphobia,and Learned Helplessness