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This research examines the reasons for school dropout occurring at varying education levels in the Turkish education system (TES). To this end, research on school dropouts pertaining to TES has been targeted. The systematic data analysis method was used in the research. 47 studies suitable for the purposes of the study were analyzed through content analysis. A total of 290 coding processes were carried out. The results suggest that the family factor emerges as the main factor for school dropout in primary education in TES. The inadequacy of families' financial situation and low interest in education are effective. At the high school level, students' academic failure, absenteeism, peer pressure, and indifference of families appear as the causes of school dropouts. In higher education, difficulties learners experience in adapting to novel social environments, academic failure, financial problems and the thought of being a misfit for the selected department seem to be among the causes of school dropout. In the other group, the reasons for dropping out are determined as academic failure, financial difficulties, early marriages, dislike of school, indifference of family, negative effects of friend groups, and indifference towards school.

The increasingly neoliberal course of Higher Education is linked to rises in student anxiety around assessment and increased fear of the consequences of failure. Making mistakes is an inevitable part of any learning process (and of life generally) and managing failure in a productive and positive way is crucial for success and wellbeing beyond university. In this article, we argue that academia does not adequately prepare learners for managing mistake-making progressively and that escape rooms can provide a way to facilitate learning through failure. We first present an original model of failure-based learning that explores why being able to make mistakes safely is important for students and why the use of escape rooms in Higher Education presents an excellent opportunity for the application of this model. We then show the relevance of this model by using it to analyse two case studies that explore different ways in which educational escape rooms can be used in Higher Education: either designed to facilitate learning by "playing" a game; or supporting learning through designing a game. Our model of failure-based learning has three stages, emphasising the importance of "preparation," an iterative play cycle of testing, failing, reflecting, and revising, and finishing with a "presentation" phase. The article concludes by considering the limitations of educational escape rooms in this context and highlighting some practical considerations for the use of these approaches.

Taking Marcel Proust's "In Search of Lost Time (À la recherche du temps perdu)" as a literary vehicle, this article uses a psychoanalytic lens to examine the problem of what to do with our desires in the philosophy of education. The article describes an apprenticeship, a personal process of learning in which an ethical rapport with desire can be established. Apprenticeship entails a temporal relationship called "afterwardsness" (Nachträglichkeit), in which the subject constructs the truth of its desires in hindsight. This result can only be achieved by first failing to see the possibility of attaining the object of desire and then eventually coming to understand the nature of desire in general. While others have framed the relationship between desire and education in terms of either fulfilling one's desires or questioning their desirability, we argue that a more lasting ethical attunement to desire can be found via an apprenticeship in failure.

Experiencing failure is an important part of the learning process, but undergraduate students often hold a negative perception of failure that may contribute to fear of failure and risk avoidance. We investigated the influence of instructor feedback, discussions of failure in the classroom, and course-level and institutional structures on students' view of failure across disciplines. Undergraduate students at the University of Toronto Mississauga participated in an online survey (n = 304) consisting of Likert-scaled and open-ended questions on perceptions of failure, experience with instructor feedback, likelihood to engage in help-seeking, and course- and institutional-level suggestions to support learning from failure. When instructors discussed with their students how to best respond to feedback, students were more likely to view small failures as a helpful part of the learning process. Further, when instructors discussed strategies to best respond to failure, students were more likely to view failure as helpful for learning and less likely to view weak performance early in a course as an indication of future weak performance. Student-identified strategies to better support resilience included improved communication between students and instructors, in peer-to-peer conversations, and by the institution more broadly. Across all three areas, students expressed a desire for systems of higher education to destigmatize failure through changes in both rhetoric and policy. This suggests the incorporation of meaningful conversations and failure narratives in the classroom and beyond are effective strategies to encourage the development of resilience-based skills. Such discussions may help students engage positively with failure and maintain willingness to engage in future challenges.

The need for well-designed learning experiences about modern, anthropogenic climate change is great. In light of this need, many scholars have looked towards museums, arguing that as trusted institutions of informal learning, museums are uniquely positioned to support public engagement with contentious, impactful issues like climate change. However, while several museum exhibits have emerged over recent years, empirical research on museum-based learning experiences remains quite limited. We take a step towards advancing understanding of museum-based climate change learning through an empirical investigation at a natural history museum in the US. This study examines learners' collaborative discourse within one exhibit about climate change, a multiplayer video game called Utah Climate Challenge (UCC). Investigating moments of failure and struggle, we analyze learners' forms of collaboration through moment-to-moment discourse analysis. Findings demonstrate the importance of scaffolding multiple types of collaboration, as well as the potential for a collaborative, museum-based videogame to support learning of important science concepts relevant to climate change.

Numerous influential policy and scientific bodies are calling for more rapid advances in the scale-up of child and youth mental health services (CYMHS). A number of CYMHS innovations hold promise for advancing scale-up but little is known about how real-world efforts are progressing. We conducted a scoping review to identify promising approaches to CYMHS scale-up across the globe. Searches were completed in six databases (Academic Search Complete, CINAHL, MEDLINE, PsychInfo, PubMed, and Web of Science). Article selection and synthesis were conducted in accordance to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) checklist. A second search focused on low-and-middle-income countries (LMIC) was conducted based on the Cochrane Library recommended search filters of the World Bank listed LMIC countries. Authors used a double coding strategy during the title/abstract and full-text review. Twenty-eight articles meeting the eligibility criteria were identified that described 22 initiatives (in 11 different countries). Our review found the majority of published scale-up studies in CYMHS were not informed by scale-up frameworks in design or reporting. The methods and outcomes used in the identified articles were highly variable and limited our ability to draw conclusions about comparative effectiveness although promising approaches emerged. Successes and failures identified in our review largely reflect consensus in the broader literature regarding the need for strategies to better navigate the complexities of system and policy implementation while ensuring CYMHS interventions fit local contexts.

Fear of failure undermines students' learning and well-being. However, despite the prevalence of fear of failure, there is a lack of a measurement tool explicitly designed to assess the fear of failure in learning among Chinese students. This study aimed to adapt and validate the Chinese version of the Fear of Failure in Learning Scale (C-FOFLS). Exploratory factor analyses were conducted for the adaptation group (N = 353) and a four-factor solution was found. The construct validity of the four-factor structure was subsequently confirmed by item-level analysis and confirmatory factor analysis for the validation group (N = 366). The final scale was comprised of 22 items and had four underlying dimensions: shame, performance avoidance, learned helplessness, and self-handicapping. Pearson correlation analyses demonstrated satisfactory convergent validity and concurrent validity of the C-FOFLS. C-FOFLS could be a valuable tool for conducting research on the fear of failure in learning of Chinese students.

Although parents have been shown to be key to children's motivation and learning, little is known regarding the specific ways in which parents might influence their children's academic outcomes. The present study aimed to explore the direct effect of parents' failure beliefs on children's math achievement as well as the mediating effects of children's math self-efficacy, responses to failure and intelligence mindset in this context. The participants included 451 Chinese fifth-grade children and their parents. The results of this research revealed that (a) parents' failure beliefs were directly and positively associated with children's math achievement; (b) parents' failure beliefs affected children's math achievement through the chain mediating effects of children's responses to failure and math self-efficacy as well as the chain mediating effects of children's failure beliefs and intelligence mindset; and (c) children's responses to failure played fully mediating roles in the relationship between parents' failure beliefs and children's intelligence mindset as well as in the relationship between parents' failure beliefs and children's math self-efficacy. All of these findings can guide parents in their attempts to support their children's education most effectively.

This study investigates the mediating mechanisms that play a crucial role in the relationship between fear of failure and academic satisfaction and between fear of failure and procrastination. The study sample consists of 292 undergraduate students enrolled in different departments of the university. Within the scope of this study, emotion regulation difficulties may be one of the mediating mechanisms in this reciprocal relationship, the findings provide evidence that procrastination functions as a mediating variable in the relationship between fear of failure, difficulty in emotion regulation, and academic satisfaction while difficulty in emotion regulation acts as a mediator in the relationship between fear of failure and procrastination. Therefore, the findings of this study suggest that interventions aimed at improving the individual's emotion regulation skills may play an important role in overcoming the negative effects associate with the fear of failure on procrastination and academic satisfaction.

PDK polls consistently show that parents give their children's schools high marks but are dissatisfied with the performance of public schools nationally. This paradox may be explained by the persistent narrative of failing public schools that has dominated media coverage in the past 50 years. Authors Mark Hlavacik and Jack Schneider tracked the prevalence of the failing-schools narrative in print publications, books, and other media. They found connections between national coverage of education and local education reporting. This national narrative of failing schools uses public schools as a scapegoat, which absolves us of our collective responsibility to each other. A more nuanced and multifaceted narrative of public schools is needed.

The current study investigated perfectionism and procrastination from the trait and cognitive perspectives and addressed how they relate to components of a personal orientation toward failure. A sample of 327 undergraduate students completed three perfectionism measures (i.e., Frost Multidimensional Perfectionism Scale, Hewitt-Flett Multidimensional Perfectionism Scale, and Perfectionism Cognitions Inventory), two procrastination measures (i.e., Lay Procrastination Scale and Procrastinatory Cognitions Inventory), and measures of fear of failure and overgeneralizing failure. Correlational analyses showed that the composite trait dimension of perfectionistic concerns and the cognitive dimension of perfectionistic automatic thoughts had modest links with trait procrastination but much stronger links with the cognitive measure of procrastinatory automatic thoughts. All perfectionism and procrastination measures were significantly correlated with fear of failure and overgeneralization of failure. More extensive analyses showed that fear of failure mediated trait and cognitive pathways between perfectionism and procrastination, and the overgeneralization of failure mediated most pathways. Other evidence supported a sequential mediation between perfectionism and procrastination (i.e., fear of failure followed by the overgeneralization of failure). Overall, the results suggest that procrastinating perfectionists have a cognitive hypersensitivity to failure and a potentially debilitating form of perfectionistic reactivity characterized by overgeneralizing failures to the self. The theoretical and practical implications are discussed.

In this article, I argue that the scalability and effectiveness of universal school-based mindfulness interventions for adolescents will always be limited by the high motivational commitment required to meditate. Mindfulness interventions rely on a single and demanding health behavior--namely, meditation--to cultivate mindfulness skills. But unlike traditional mindfulness interventions delivered in clinics to self-selected adults who are motivated to manage personal problems through meditation, universal school-based mindfulness interventions are delivered to all adolescents regardless of their desire to meditate. I review evidence from multiple randomized controlled trials of universal school-based mindfulness interventions to show that adolescents consistently report low levels of engagement in meditation and that many interventions have failed to improve adolescents' mental health. I propose that universal mindfulness interventions eliminate meditation entirely and focus on instilling contemplative viewpoints conducive to flourishing, and that the skill of mindfulness is taught only to adolescents who want to meditate.

STEM education, which means integrated thinking, attracts the attention of early childhood educators and researchers. Engineering education, which naturally serves STEM integration, contributes to children's problem-solving skills with failure analysis and continual improvement habits of mind. Children need adult support in this process due to their developmental characteristics. This study focuses on the roles of teachers in situations where children fail to solve the problems they encounter in the engineering design process. In this direction, the research was carried out with a case study. The participants were 17 preschool teachers working in southwestern Turkey and 255 children in their classes. The data for the study were collected through observation and a semi-structured interview protocol. The data were analyzed by content analysis. According to the results, teachers facilitated failure analysis and continual improvement processes in the problems faced by children by encouraging them to rethink the problem, encouraging them to persist, and inviting communication and cooperation with friends. The findings highlight teacher encouragement as important in children's failure analysis and continual improvement processes.

An understanding of how sensemaking unfolds when elementary students engage in engineering design tasks is crucial to advancing engineering teaching and learning at K-12 levels. Sensemaking has been widely studied in the context of science as a discipline. In this paper, we seek to contribute to the more nascent efforts to build theory about the characteristics of sensemaking in elementary school engineering. We report on an interpretive case study of a 3rd grade student team who worked with minimal adult intervention to design a solution to an engineering challenge. Considering the entire trajectory of their design process, from the given problem to the solution, we observed that they navigated through multiple epistemic conflicts while making decisions that informed their final solution. We found that these conflicts served as "opportunities for sensemaking" and that exploring how the students resolved conflicts shed light on their sensemaking processes. Analysis of the team's navigation through epistemic conflicts to come to a design decision helped identify two distinct kinds of engineering sensemaking: student engagement in functional reasoning as they suggested design ideas, and student engagement in mechanistic reasoning as they interpreted test results. Both processes facilitated knowledge building, which in turn supported students' engineering design decisions.

Perfectionism is a personality orientation associated with mental health and adjustment problems. Recent evidence demonstrates that perfectionism is widespread among students and on the rise, with recent generations of students placing increasingly more importance on perfection. Whilst the extant literature is vast, it tends to focus on psychopathology and identification of perfectionism correlates rather than the experience of student perfectionism. Furthermore, the education literature is scant and there is a need to understand the deeper processes and nuances of perfectionism, particularly within health professions education where intense study demands, competition to gain entry to educational programmes, and professional cultures may nurture the problem. This phenomenological study explored the lived experiences of ten physiotherapy students as they wrestled with perfectionism in the various facets of their studies. Semi-structured interviews were undertaken, and participants completed log sheets to document perfectionism-related experiences. Idiographic profiles were composed and interview transcripts were analysed, drawing upon features of both phenomenological and thematic analysis. Perfectionism was found to have toxic consequences for the learning experience. Harmful phenomenological experiences included perpetual and excessive achievement striving, punitive self-criticism and health and wellbeing difficulties. A range of sabotaging learning behaviours such as self-handicapping and feedback avoidance was also illuminated, and cultural and organisational influences perceived to foster perfectionism emerged. Findings are discussed in relation to underlying processes and implications for educators. The prospect of findings transferring to other educational contexts is highlighted.

This study analyzes the alignment between the educational policy of Turkey and high-stakes tests administered for students transitioning from secondary to high school. Research questions focus on the opinions of secondary school teachers about the alignment between transit exam questions and curricula, course books and materials, and their views on high-stakes testing. The research used a survey study model utilizing the triangulation design. A total of 109 teachers from six different majors working in Ankara participated in the study. An online survey consisting of eight questions was used to get teachers' opinions. The research question was analyzed using quantitative (percentages) and qualitative (content analysis) methods. Results showed that education serves dominantly for tests emphasizing a testing-oriented education system in the current Turkish learning and teaching process, which contrasts with education policy documents targeting 2023.

Discussions of randomised controlled trials (RCTs) in education that do not show an impact regularly focus on the intervention and how it failed to impact on expected measures, with typologies identifying persistent critical points of failure. This paper uses one such RCT--the Integrating English programme--to exemplify the application of a new model to explain failure in RCTs. To do so, the paper develops a set of categories of context drawing on the wider social evaluation field: backdrop, design, operation and interpretation. Thus, the paper exposes critical weak points in the commission and interpretation, as well as the implementation, of an RCT. Our aim is to work towards more robust evaluations by demonstrating that it is not simply the programme design, implementation and evaluation that can contribute to a lack of impact; there can be more fundamental system issues at play.

Background Study: Virtual reality (VR) is becoming a popular technology for safety training in construction. Several VR training prototypes have been designed and tested, which show they can perform better than traditional training tools. However, most of these existing tools are not underpinned by clear pedagogical theory, and studies assessing the impact of pedagogical theories on the effectiveness of VR prototypes are still rare in the literature. Objectives: This study aims to investigate if and how the productive failure theory and the directive instruction theory have an impact on the effectiveness of VR safety training for confined space workers. Methods: The study used a randomized controlled method involving 74 participants. The effectiveness of these two training methods was assessed in terms of knowledge acquisition and retention. Results and Conclusions: The results illustrate that the productive failure training design performed better in terms of knowledge acquisition and retention. This paper introduces the Productive Failure Theory and shows the great potential of this approach for self-service VR safety training in the field of construction.

Extant research has consistently demonstrated that both irrational and rational beliefs contribute to the occurrence and persistence of procrastination. Most of these studies have focused on the role of general irrational and rational beliefs, without addressing domain-specific beliefs that may influence academic procrastination. This cross-sectional study aims to fill that gap by investigating the relationship between irrational/rational academic beliefs, fear of failure, and academic procrastination in a sample of undergraduate students (N = 354). The current findings suggest that irrational academic beliefs are indirectly associated with academic procrastination through fear of failure. Furthermore, the positive relationship between irrational academic beliefs and academic procrastination via fear of failure differs based on the level of rational academic beliefs. These findings suggest that interventions designed to improve domain-specific rational academic beliefs and reduce fear of failure may help prevent or reduce academic procrastination, especially among undergraduates with high levels of irrational beliefs.

The successful treatment of test anxiety treatment requires an understanding of the unique barriers and challenges faced by test-anxious students. Therefore, the current study utilized a combination of person-centered and qualitative methods to investigate the existence of unique subpopulations or subtypes of test-anxious students within Turkish and United States student samples. University students (N = 422) completed measures of cognitive test anxiety, self-efficacy, academic buoyancy, failure appraisal, academic self-handicapping, and goal commitment. Participants also completed open-ended questions assessing facilitators and inhibitors of academic success. The results of a multigroup latent profile analysis identified four learner subtypes in both the Turkish and United States samples. However, our analyses revealed structural differences in latent profiles identified in two cultural contexts. Furthermore, the qualitative results emphasized the importance of self-regulated learning, buoyancy, goal commitment, and self-actualization to academic success. Our discussion emphasizes the importance of considering learners' unique characteristics when designing educational supports.

Higher education institutions rely on part-time faculty to teach a large percentage of courses in a range of disciplines. Existing research indicates that instruction by part-time faculty can negatively impact academic outcomes, student retention, and subsequent interest in a field of study. This study investigates if using a motivational information system can help close this performance gap. It introduces a type of motivational information system called an educational engagement information system (EEIS). EEISs draw on principles of behavioral economics, motivation theory, and learning cognition theory to help students want to improve their performance. The study compared student failure status in course sections taught by part- and full-time instructors both with and without an EEIS. Results suggest that using an EEIS can help improve student failure rates in courses taught by part-time faculty members and bring students' performance to parity with the performance of students taught by a full-time instructor. Features of an EEIS, such as the additional structure, grade and outcome trackers, and motivational elements, can augment a part-time instructor's approach and may compensate for limitations sometimes associated with part-time instruction including limitations of expertise, time, or rewards that can have a negative impact on students' academic outcomes. As a result, students can experience higher completion rates and better performance.

In this paper, we report findings from a larger study that investigated design failure, as a phenomenon, in instructional design (ID) practice from the perspective of ID practitioners. Following an interpretive phenomenological study design, we interviewed 17 ID practitioners working in diverse settings, seeking their stories of design failure. Throughout the interviews and the analysis of the practitioners' stories of design failures, we found that ID practitioners define design failure in different ways that are mostly not captured in design literature, that is: design failure as "failure during use of design," design failure as "failure during process of design," design failure as "an opportunity for reflection on design actions," design failure as "an outcome or an event that needs to be avoided/prevented during the process of design," and design failure as "an outcome or an event that could not be avoided/prevented during the process of design." These findings and our discussions of them emphasize the generative role design failure plays in ID practice, the richness and the complexity of this phenomenon, and point to implications for IDT scholarship and ID education. In an upcoming paper, we report what ID practitioners attribute design failure to and what is the essence of design failure in ID practice.

This study explored the use of an innovative instructional approach called Productive Failure (PF) to design an educational game and its support. The study then examined the effects of two different types of instruction--PF vs. Direct Instruction (DI)--on learning genetics and relevant mathematical knowledge in a Game-Based Learning (GBL) environment. One hundred fifty-seven Year 10 students from two high schools participated in two quasi-experimental studies. The participants were divided into two treatment groups: one group learned targeted concepts using PF with GBL (PF-GBL), while the other group learned the same concepts using DI with GBL (DI-GBL). The results of the first study indicated that the PF-GBL group showed significantly higher learning gains than the DI-GBL group on explanatory genetics knowledge. In the second study, no group difference was found between the PF-GBL group and the DI-GBL group on learning genetics and relevant mathematical knowledge. Implications of findings, limitations, and future research are discussed.

Meaningful and impactful learning experiences are rife with failure. And yet, students struggle with framing, tolerating and attributing failure in a positive manner within the post-secondary learning context. This paper explores whether using design thinking as a pedagogical approach might help students learn to tolerate, reframe and attribute failure in a more productive way. Findings from this comparative study of 600 undergraduate business students enrolled in a common first year marketing class reveal the ways in which design thinking-based learning approaches might be used to reorient student's conceptions of failure as a part of their creative problem-solving skill development process. Students were surveyed to learn more about how they perceived the concept of failure within their learning, to whom they attributed failures within their learning, and how well they tolerated failure as a part of their learning experience. Results from nearly 400 responses to the online survey suggest that integrating design thinking focused approaches to learning into the post-secondary classroom has a positive impact on the development of a student's self-reported failure tolerance and may change the way that failure is attributed and framed in students' descriptions of their individual learning. I find that design thinking-based learning might be used as an effective pedagogical approach in classes where the development of a failure-positive mindset is considered an essential competency or learning objective, and I offer practical recommendations for educators seeking to develop a failure-positive mindset within their learning communities.

This design case is about Emotional Design Theory in application to the design of pandemic face masks. As we know designers rely strongly on theoretical knowledge in making design moves. To understand how students may learn to apply theory, research was conducted to test the effectiveness of an assessment called Design CUE (Conceptual Understanding Evaluation). In this case, I describe the research study context and rationale for the development of the Design CUE as an instructional assessment used to teach emotional design to undergraduate students at a large midwestern research university. Emotional design is a threshold concept in design education developed by Norman; it identifies three levels of focus: visceral, behavioral, and reflective. This framework was presented in class and learner performance was evaluated through the completion of the Design CUE, the purpose of which was to transfer learning by bridging concepts learned in class to a design task. I report how the design succeeded in teaching emotional design theory but failed to initiate greater student creativity in applying theory, most notably in the visceral level of emotional design. I document the undergraduate course in which the design was used. I also provide the context of the research study which sought to understand if students could apply the theory of emotional design and how they incorporated emotional design into the design of pandemic facemasks.

This design case examines what program leaders learned from failures in the design of a program of authentic learning about teaching diverse audiences through educational outreach. The program was initiated and then redesigned to develop the teaching and communication skills of graduate students from a wide range of backgrounds by engaging them in authentic experiences with middle school teachers and students. Analysis of post-program data revealed seven design failures related to the lack of upfront analysis to inform the program design. Each design failure was detailed through a fishbone diagram method to identify the corresponding contributing factors. The failures in this design case reinforce the need for upfront learner analysis and contextual analysis. A participatory design was also suggested from the post-program data analysis. An instructional design model was recommended for continuous program redesign.

Collaborative Problem Solving (CPS) skills are receiving increased attention in the current workforce and in lifelong learning. In learning and labor contexts, successful teamwork is however not always guaranteed, due to several reasons, such as an unequal level of individual participation. Training in CPS for all groups is therefore needed. However, resources for CPS competence development are scarce. As part of our project entitled Supporting Teamwork in Ambient Learning Spaces (STEAMS), we, therefore, designed an interactive professional training on CPS, in which CPS is perceived both as a method and as a goal. In this paper, we outline the design process of our CPS training along with some crucial decisions we needed to make, and we aim to illustrate how implementing productive failure in the learning design can foster adults' CPS-competencies development.

This research seeks to understand the outcome of decades of education reform initiatives in the West Indies. Utilising the Qualitative Document Analysis (QDA) method, official public documents were collected through web and catalogue searches. Dominant themes were identified through manual and electronic coding using MaxQDA software. These emergent themes were examined through the lens of the edutocracy and elite theories to provide more in-depth analysis of this research problem. The document analysis constructed a narrative of how colonial ideology embedded within the inherited West Indian educational system runs counter to the progressive and more humanist visions and missions envisaged for present-day Caribbean education, culminating in deleterious conflicts between educational theory and practice. This work therefore concludes that there has been little substantive Caribbean education reform owing to the significant gaps between early twenty-first century, and even earlier drafted education visions, and current education practice.

Value-oriented education has been an integral facet of education. The need for value education stems from the social malaise in the society and education, being purposeful in making students responsible citizens, must address such deficiencies in values. This study aims to understand the attitude of student teachers and in-service teachers' towards current education and its value systems and seeks their stand on requiring value-oriented education as they are the major stake holders of direct classroom education experience other than students. The case study of Elizabeth Holmes and Annie Dookhan was used to assess how academically strong individuals end up straying into fraudulent ways. The study was administered using an electronic questionnaire, the frequency range was established using SPSS and indexed to percentage values. The data shed light on the attitude of student teachers and in-service teachers feeling that current education fails to inculcate values and suggested some methods of reform in the value systems of current education.

Medical students' transition from high school to university can lead to academic and social challenges, disconnection from university life, and possible drop out. Hence, some medical education institutions use remediation programmes to address these transition challenges. This study used a social learning and integration theory to identify factors that affect the social learning and integration of first-year medical students who had completed a six-month remediation programme. A nominal group technique involving 15 participants was used to collect data. Results revealed under-preparedness, self-management, alienation, confidence, and academic advice as the social learning and integration factors that can affect transition. Self-awareness and self-management were identified as complementary skills to address these factors and promote successful transition. In conclusion, students can make valuable contributions to address social learning and integration factors and enhance successful transition. Moreover, universities must also consider designing programmes that will promote successful transition of especially undergraduate medical students.

Research on student support in the global North indicates possible benefits of life coaching interventions in improving students' persistence and well-being. There is emerging research on life coaching interventions and their potential benefits in the South African higher education context, but empirical evidence is scarce. We report results from a longitudinal study that investigated a life coaching intervention to support students. The objective of the intervention was to harness students' agency proactively by equipping them with skills to improve their academic and non-academic lives. Data were gathered through one-on-one semi-structured interviews with ten students who had participated in the intervention. We used Archer's social realist concepts of structure and agency as our theoretical framework. The results indicate that the life coaching intervention enabled students to mediate academic and non-academic constraints. Concerning academic constraints, it helped students manage the transition from high school, including adjusting to a new workload, time management, learning to collaborate with their peers, and dealing with experiences of failure. Concerning non-academic constraints, the life coaching intervention helped students clarify their goals, increase their self-awareness, cope with negative emotions, and boosted their self-confidence and resilience.

Failure to deduce false suppositions in proof by contradiction is still considered "more difficult" than proving the conditional ?? to ?? in proof by contraposition. This study aims to identify the types of proof construction failures based on the action steps of proof by contradiction, then offer a framework of construction failure hypothesis specifically used in proof by contradiction. The research data were collected and analyzed from the work of students who have agreed to be research participants, a total of 83 students. The results of the analysis of student work successfully identified four types of failures, namely formulating suppositions, constructing and manipulating suppositions, identifying contradictions, and disproving suppositions. These four types of failures then became the material for the development of the hypothesis framework of a failure to construct proof by contradiction, which consists of 17 hypothesis nodes divided into three main hypotheses, namely: operational (action), affective (emotional), and foundational (logical reasoning). The failure hypothesis framework justifies that the sources of the failure of proof construction in proof by contradiction are understanding of the act of producing a proof by contradiction, emotionality towards the coherence of the construction steps, disproving suppositions, beliefs, use of appropriate definitions-theorems and axioms, and cognitive tension in proof by contradiction; and formal logic of the act of producing a proof by contradiction, as well as differences in the underlying logic with other acts.

The purpose of this paper is to better understand how emerging artists use information to navigate the transition out of university, using their changing ideas of failure, success, information literacy (IL), and transition to frame the qualitative data. A literature review is used to frame the current understanding of emerging artists and feed into the creation of the interview questions. Four emerging artists participated to elicit qualitative accounts. Descriptive and process coding was used to analyse the interviews to form the findings. The findings present how emerging artists use information to shape their criteria for success and failure during the transitional period after leaving art school education. Three core information practices -- sharing, feeding, and balancing -- were observed within the interviews. With this framing insights into the emerging artists' past (learning from historic failings) and the future (envisioning future success) begin to be formed. Furthermore, this paper contributes to the knowledge of emerging artists' information practices, including the impact of their digital media usage and self-referencing as IL. The study uses the work of other IL scholars with the information practices of emerging artists and frames them through three key ideas: IL, transition, and success and failure. This intersection of study has not been explored previously. The results will provide direction for information professionals serving emerging artists, and for art educators preparing their students for their careers outside of university. It also deepens the understanding of the field of transition and information practices of new practitioners across fields.

Our everyday language use is mostly intuitive (Lieberman, 2000), in the sense of tacit and automatic, and it reveals ourselves in what we say and how we say it. In this study I use the interaction order--the idea that social facts such as identity are constituted by social interaction--to interpret a research interview that was threatened by my assumptions. My assumptions were aligned with the culture order of the New Zealand, in which the dominant English-origin culture assumes its ways of being as ordinary or neutral, while the minority Maori culture must, in effect, become bicultural. Early in the interview, my assumptions fractured the participant's presentation of his identity. The participant, Nik, was one of eleven volunteers for follow-up interviews to a larger survey study about language attitudes and practices in New Zealand. Using interactional sociolinguistics, I show how our interactions during the interview exemplified the dialectic between two intuitions about language use: our moral commitment to successful interaction and our everyday reliance on normative interactional structures. As Nik introduced and elaborated on his Maori heritage, mutual misunderstandings developed during which I fractured his reflection of his identity, which we had to negotiate in order that the interview continue. As the interview ended, Nik took the floor to tell a short story in which he overcame my fractured reflection of his self by presenting how he was accepted by Maori. The narrative not only enabled me to better recognize who he was, but also enabled me to recognize how his narrative transcended the dialectical tension between interactional aims and normative structures in interaction.

Engineering programs must produce graduates who are able to consider multicriteria decisions including ethical implications during engineering practice. Teaching students in a meaningful manner to consider these multifaceted decisions was investigated through the usage of disasters and primary coverage of infrastructure disasters. Students provided reflections as part of the course, which were then analyzed using a topics discovery latent Dirichlet allocation (LDA) model. Our analysis of the students' reflections on engineering disasters reveals six major themes touched on by students: engineering, ethics, community, monetary, case scenarios on engineering failures, and change. The analysis shows the multifaceted ethical reasoning students developed as a result of discussions on engineering failures and their implications. Ultimately, this teaching framework can guide engineering class design that embraces real-life failures as avenues of education.

Background: Despite the growing interest in knowledge brokering as an approach to mobilising knowledge for societal benefit, research has only recently begun investigating the consequences of knowledge brokers' actions. In particular, while it is known that failure can provide a valuable learning experience for individuals and organisations alike, very few studies have explored failure in knowledge brokering. Aims and objectives: With the aim of informing how knowledge brokers can navigate common professional challenges, this article discusses a spectrum of reasons for failure in the professional practice of knowledge brokering. Methods: Data for this article comes from a developmental evaluation of a network of knowledge brokers, focusing specifically on a set of semi-structured interviews (N = 20). Findings: The overarching themes identified in this study are organised according to the three constructs that knowledge brokers act upon in the i-PARIHS framework: innovation, recipients, and context. Knowledge brokers experienced different types of failure across these constructs, ranging from violations of prescribed practices and processes to exploratory testing. Discussion and conclusions: Failure is not a monolithic outcome, and future research could seek to identify levers for change regarding the failure experiences available to knowledge brokers. Additionally, it will not be enough to learn to fail; research and practice in knowledge brokering must learn to fail "intelligently." Finally, failure cannot remain a private experience. Advancing the field of knowledge brokering will require researchers and practitioners to share when and how their efforts have failed.

The paper focuses on findings from research that investigated teachers' and key stakeholders' perspectives on the use of Reception Baseline Assessment. Data collection was carried out in 2021-2022, which was the year this assessment was introduced into Reception classes in England. In total, 70 teachers and key stakeholders from 47 Local Authorities were surveyed using a mixed methods approach. The findings highlight that most participants considered that the assessment was not beneficial to them and negatively impacted children and practice during the crucial first six weeks of Reception Year. Many participants in the study called to scrap this form of assessment.

The field of performing arts presents an often unpredictable area for career development. Yet many people are drawn to this field as their chosen career trajectory. This study examines the life-career experiences that shape performing artists' trajectories within the framework of career construction theory. Using a qualitative multiple case study design, data was generated by Career Interest Profiles (CIP), career construction interviews (CCI), life-design counseling, and publicly available information. Thematic analysis uncovered two primary themes: the unique journey of performing artists in constructing their careers and the trajectory of career development, which highlights the factors influencing perceived success or failure and the essential 'survival skill set. The research offers theoretical insights and practical understanding of protean careers in demanding industries.

Background and Context: Productive failure (PF) is a learning paradigm that flips the order of instruction: students work on a problem, then receive a lesson. PF increases learning, but less is known about student emotions and collaboration during PF, particularly in a computer science context. Objective: To provide insight on students' emotions and reasoning during PF activities and their relation to performance. Method: We conducted a PF study (N = 48) with a programming problem. We used a mixed-methods approach to analyze students' emotions, reasoning, and pretest/posttest performance. Findings: Uncertainty occurred frequently compared to confusion, frustration, and positive affect. The constructive contributions made during problem solving correlated positively with posttest scores. Implications: Although students failed to produce a correct solution, there were few instances of frustration and a promising amount of constructive reasoning during collaboration. This, coupled with prior work showing that PF improves learning over standard instruction, indicates that PF is a promising approach for computer science education.

Social learning is a fundamental mechanism for efficiently transferring and coordinating norms, skills, and sophisticated cultural information to individuals. However, the psychological mechanisms underlying social learning remain unclear. To investigate this, we recruited adult participants (N = 103), who observed a model's performance in a two-choice reward-searching task. Two cues were used to determine the reward, with both cues possessing an alternative signal that had a specific rule for finding the reward. Although the model succeeded with one cue but failed with another, both possessed equal information, which enabled the participants to find the reward. Participants were more likely to use the cue linked to the model's success than the model's failure when asked to solve the task by themselves. This "copy success" bias reflects the psychological process underlying social learning suggested by previous evolutionary theories and provides practical suggestions for efficient learning processes.

In academic contexts, failure, as compared to success, is likely to threaten self-esteem and thus, to increase the risk of psychological disengagement from one's studies. The goal of the present research is to examine whether belief in school meritocracy (BSM) increases (vs. decreases) the effect of academic performance on self-esteem and psychological disengagement. In two pre-registered studies, university students reported their BSM. Their self-esteem and psychological disengagement were assessed following a manipulated (Study 1, N = 465) or actual (Study 2, N = 375) academic performance. Results indicated that, in both studies, BSM was positively related to performance self-esteem and negatively related to psychological disengagement. However, BSM also increased the effect of performance (manipulated or actual) on psychological disengagement. Indeed, failure led to more disengagement than success, but more so at a high level of BSM than at a lower level of BSM. The double-edge effects of belief in meritocracy are discussed.

Over the past fifty years, extensive research has examined the influence of causal attributions on cognitions, emotions, and behaviours in educational contexts. However, these studies often relied on inferences about dimensional properties of attributions, and not on students' perceptions of them. This study innovates by directly assessing these perceptions to identify students' attributional profiles. 410 French elementary students were randomly assigned to a success or a failure condition and reported their perceptions of their attribution on the locus of causality, stability, and controllability dimensions. Latent profiles analyses (LPA) identified three attributional profiles for both students in the failure condition ('Hopeless', 'Negligent' and 'Unsure'), and the success condition ('Competent', 'Industrious', and 'Dependent'). LPA also revealed associations between certain profiles and cognitive, emotional and behavioural outcomes, highlighting the relevance of combining direct assessment of causal dimensions and LPA when studying attributions for success and failure and their consequences.

As demonstrated through the experiences of executive administrators who lost their jobs, higher education leaders experience pain when they fail. Leaders at any stage of their life and career can process the pain of failure in constructive ways using a recovery formula built on a "half-life of pain" concept. The time it takes for a person to recover from failure will vary based on their beliefs about the agency, nature, optics, and consequences of their failure. Although not always severe, failure is inevitable. Being equipped with tools to navigate the associated pain can help leaders turn failure into learning experiences

We argue that the legitimacy of international organisations (IOs) as self-proclaimed representatives of humankind, which was unfounded from the outset, is waning. To substantiate that claim, we undertake a critical inquiry into the legitimacy of the promissory visions pursued by IOs in the field of education across three historical periods. The first traces the rationalistic educational planning and idealistic 'one world' projects of the post-World War II period. The second examines the era of globalisation, when the discourse that legitimised the educational visions of IOs shifted towards the promises of the 'global knowledge economy'. The third discusses the contemporary trend towards emergency governance and crisis narratives. While the narratives of progress shifted, a pattern that has emerged is the move towards globalism and uniformity. Drawing on insights from philosophy and historical studies of world-empire, we argue that the world-making experiments conducted by IOs were destined to be unsuccessful.

Although laboratory studies have examined the development of children's prospective memory (PM) and the factors that influence its performance, much less is known about children's PM performance and development in their everyday life. The current study used an online parent diary report approach to examine American 2- to 6-year-olds' PM successes and failures. In an initial session, 206 parents completed a series of questionnaires on their child's memory and cognition. For the next four days, parents reported instances of PM successes and failures and answered questions about a number of task factors (task motivation, importance to the parent and child, who assigned the PM task, task typicality, and parental assistance). We found that: (1) parents reported children as young as 2 years old had PM successes in daily life and there were no age differences in the number of reported PM successes and failures, (2) parents reported more PM successes than failures, and (3) several factors influenced the likelihood of children's success in everyday PM tasks, including child motivation and task importance to parents, whereas task typicality and parental assistance were related to PM failure. Finally, we explored the domains of PM successes and failures as well as the type of assistance that parents provided. These results are discussed in relation to past findings of children's PM in laboratory and naturalistic settings. Parent diary-report methodology is a feasible and efficient alternative to naturalistic laboratory tasks to examine young children's PM in everyday life.