Understanding The Developmental Origins of Young Adults' Fear of Failure - The Role of Parenting Styles

RAYAT SHIKSHAN SANSTHA'S
KARMAVEER BHAURAO PATIL COLLEGE, VASHI
"UNDERSTANDING THE DEVELOPMENTAL ORIGINS OF YOUNG

ADULTS’ FEAR OF FAILURE: THE ROLE OF PARENTING STYLES
(A MIXED METHODS STUDY)”
A RESEARCH DISSERTATION
Submitted by
MS. TEJASWI SHETKAR
Under the Guidance of

MS. UMAMA PEERZADE
For
Partial Fulfillment Of The Course,
M.A. PART - II
Research Based Project
(Dissertation)
(PGPSY303)
ACADEMIC YEAR
2023 - 2024
RAYAT SHIKSHAN SANSTHA
[EMPOWERED AUTONOMOUS COLLEGE]
DEPARTMENT OF PSYCHOLOGY
CERTIFICATE
This is to certify that Ms. Tejaswi Shetkar, is a bonafide student of this Department,
Studying in M.A. Psychology Part II Semester III and he/she has satisfactorily carried out the
Dissertation prescribed by the University the Post-Graduate Degree Course in Psychology
and this Dissertation represents his/her work in the academic year 2023-2024.
Research Guide Head,
Department of Psychology
Date:
RAYAT SHIKSHAN SANSTHA
[EMPOWERED AUTONOMOUS COLLEGE]
DEPARTMENT OF PSYCHOLOGY
Undertaking for Dissertation
I, Tejaswi Shetkar, Roll No. PG-231320 of M.A. Clinical Psychology hereby

undertake that the Research Dissertation topic “Understanding the Developmental Origins
of Young Adults’ Fear of Failure: The Role of Parenting Styles’ is an original work,
completed with assistance of Ms. Umama Peerzade as a partial fulfilment of Syllabus for
Course, M.A. Psychology Part II Clinical Psychology, and will not be published nor shared
anywhere outside the institution without explicit permission from the Head of the
Department. I’m fully aware that sharing the work outside the institution and/or publication
of the dissertation without consent from both of the parties will be subjected to disciplinary
actions.
Name and Signature of the Student
Signature of the Mentor Head of the Department
Date of Submission -
Acknowledgement
I wish to express my sincere gratitude to Dr. Pravin Baviskar providing me an

opportunity to do my Research Project work in “Understanding the Developmental Origins
of Young Adults’ Fear of Failure: The Role of Parenting Styles (A Mixed Methods Study)”
I sincerely thank Ms. Umama Peerzade for her guidance and encouragement in
carrying out this project work. I also wish to express my gratitude to the officials and other
staff members of the Department of Psychology of K. B. P. College who rendered their help
during the period of my project work. I would like to acknowledge and thank our fellow
classmates for being the best critiques, stress busters and backbone in times of need.
Tejaswi Shetkar
ABSTRACT
Background: Young adulthood is a crucial period marked by exploration, decision-making,
and stress. But a pervasive fear of failure, often rooted in parent-child dynamics, can impair
well-being, motivation, and life choices.
Objectives: This study explores the relationship between parenting styles and fear of failure,
aiming to understand its origins and impact on young adults' lives.
Method: The study employed a mix-method research design. The quantitative phase included
160 young adults aged 18 to 25. Participants completed the following standardised measures:
Performance Failure Appraisal Inventory (PFAI) and The Perceived Parenting Style Scale.
While the qualitative phase included semi structured interviews with 10 young adults fitting
criteria of authoritative and authoritarian parenting styles.
Results: The study discovered a strong negative correlation between fear of failure and
authoritative parenting, a moderate positive correlation with authoritarian parenting, and a
weak positive correlation with permissive parenting. Thematic analysis revealed that
authoritarian parenting, characterised by unsupportive attitudes, unrealistic expectations, and
negative comparisons, is linked to a negative view of failure and reduced self-worth.
Conversely, authoritative parenting, emphasizing support, positive responses to failure, and a
focus on effort and growth, promotes a positive mindset and resilience.
Discussion: These findings highlight the crucial role of parenting styles in shaping attitudes
toward failure. Authoritarian parenting appears to heighten fear of failure, while authoritative
parenting encourages a more positive and adaptive response.
Keywords: young adults, parenting styles, fear of failure, authoritative parenting,
authoritarian parenting, permissive parenting, mixed-methods.

Fear of failure & Parenting styles
TABLE OF CONTENTS
CERTIFICATE
ACKNOWLEDGEMENT
ABSTRACT
TABLE OF CONTENTS
CHAPTER 1 - INTRODUCTION 1
CHAPTER 2 - LITERATURE REVIEW 5
2.1 Authoritative Parenting and Fear of Failure 5
2.2 Authoritarian Parenting and Fear of Failure 6
2.3 Permissive Parenting and Fear of Failure 7
2.4 Fear of Failure 8
2.5 Research Gap 8
2.6 Research Questions 9
2.7 Objectives 9
2.8 Hypotheses 9
CHAPTER 3 - RESEARCH METHODOLOGY 11
3.1 Research Design 11
3.2 Variables 11
3.3 Operational Definitions 11
3.4 Quantitative Phase 12
3.4.1 Participants 12
3.4.2 Sampling 12
3.4.3 Tools 12
a. Socio-demographic information 12
b. Performance Failure Appraisal Inventory (PFAI) 12

c. The Perceived Parenting Style Scale 12
3.4.4 Procedure 14
3.4.5 Data Analysis 14
3.5 Qualitative Phase 14
3.5.1 Sampling 14
3.5.2 Ethical Considerations 14
3.5.3 Procedure 15
3.5.4 Data Analysis 15
3.5.5 Integration of Data 16
3.5.6 Ethical Considerations 16
CHAPTER 4 - RESULTS 17
4.1 Quantitative Analysis 17
4.1.1 Descriptive Statistics 17
4.1.2 Pearson Correlation 18
4.2 Qualitative Analysis 20
CHAPTER 5 - DISCUSSION 22
5.1 Quantitative analysis 22
5.2 Qualitative analysis 24
5.2.1 Authoritarian Parenting Style and Fear of Failure 24
5.2.1.1 Pathways 24
a. Lack of Parental Support 25
b. Unrealistic Expectations & Negative Comparisons 26
c. Impaired Communication 29
5.2.1.2 Consequences 31
a. Belief in Detrimental Nature of Failure 31

b. Failure Undermines Self-Worth 34
5.2.2 Authoritative Parenting Style and Fear of Failure 39
5.2.2.1 Pathways 40
a. Supportive Environment 40
b. Positive Parental Response to Failure and Mistakes 42
c. Effort and Growth Orientation 45
5.2.2.2 Consequences 47
a. Growth and Learning Mindset 48
b. Resilience and Confidence Building 50
CHAPTER 6 - CONCLUSION 54
6.1 Summary of Findings 54
6.2 Implications & Future Directions 54
6.3 Limitations 55
CHAPTER 7 - REFERENCES 56
APPENDICES 60
Appendix 1: The Performance Failure Appraisal Inventory 60
Appendix 2: Perceived Parenting Styles Scale (PPSS) 62
Appendix 3: Qualitative Interview Questions 64
LIST OF TABLES
Table 1: Descriptive Statistics 17
Table 2: Pearson Correlation - Fear of failure & Authoritative parenting style 18
Table 3: Pearson Correlation - Fear of failure & Authoritarian parenting style 19
Table 4: Pearson correlation - Fear of failure & Permissive parenting style 19
Table 5: Authoritarian parenting style 20
Table 6: Authoritative parenting style 21

Fear of failure & Parenting styles 1
CHAPTER ONE
INTRODUCTION
The transition from adolescence to young adulthood is a critical period of personal and
professional growth. Individuals in this stage of life are often exploring different possibilities
for their future, trying out different roles and relationships, and making important decisions
about their education, career, and relationships. This can be a time of great excitement and
opportunity, but it can also be a time of uncertainty and stress (Arnett, 2000).
Among the numerous obstacles that young adults face, the fear of failure emerges as a
profound psychological construct that can substantially impact their well-being, motivation,
and overall life choices (Fergusson, Lynskey, & Horwood, 1995). Fear of failure is a
multifaceted psychological phenomenon deeply ingrained in an individual's psyche, exerting
a profound influence on various aspects of their life (Elliot, 1999; Elliot & McGregor, 1999;
McClelland, Koestner, & Weinberger, 1989). This fear is characterised by an avoidance
motivation in achievement-related tasks, stemming from an intense desire to prevent failure
(Birney et al., 1964). It's important to note that this fear doesn't exist in isolation; it
interconnects with several related facets, each significantly affecting an individual's
emotional well-being and behavior (Conroy et al., 2002).
One such aspect is the fear of experiencing shame and embarrassment, where
individuals deeply apprehend humiliation and societal judgment that often accompany
perceived failure (Conroy et al., 2002). This fear can be paralyzing, discouraging individuals
from participating in situations where they anticipate the possibility of failure. Additionally,
individuals often concern themselves with devaluing their self-estimate, fearing that failure
will undermine their self-worth and lead to feelings of inadequacy (Conroy, 2003). This fear
is particularly challenging for those who closely associate their self-esteem with their
achievements.
The fear of an uncertain future can hinder decision-making and risk-taking, prompting
individuals to choose safer but potentially less fulfilling paths (Conroy, 2003).
Simultaneously, the fear of important others losing interest, including parents or mentors,
intensifies the pressure to succeed and compounds the overall fear of failure (Conroy et al.,
2002). Linked to this is the fear of upsetting important others, deterring individuals from
taking risks or pursuing personal goals that deviate from others' expectations. These
interconnected facets mutually reinforce each other, playing a significant role in academic
performance, motivation, and overall well-being, impacting children's self-esteem and
willingness to pursue new opportunities (Elliot & Church, 2003; Salmela-Aro & Upadyaya,
2014).
During the pivotal period of young adulthood, this fear becomes especially pronounced
as individuals grapple with numerous challenges and crucial life decisions. While fear of
failure arises from a complex interplay of personal factors, it is essential to recognize the
profound influence of the familial environment, particularly parenting styles, on its
development and manifestation (Conroy, 2003).
Parenting style can be defined as a relatively stable parental behavior pattern and
tendency when requesting and providing feedback on their children’s behavior (Baumrind,
1991). Parenting styles play a crucial role in shaping a child's personality and coping
mechanisms, ultimately affecting their propensity to experience fear of failure (Conroy,
2003). Baumrind (1971) proposed three distinct parenting styles - permissiveness,
authoritarianism, and authoritativeness. Baumrind suggested that permissive parents tend to
make fewer demands on their children that do other parents, allowing them to regulate their
own activities as much as possible. Thus, permissive parents are relatively noncontrolling and
tend to use a minimum of punishment with their children. Permissive parenting is
characterized by indulgence and leniency. These parents make few demands on their children
and tend to be noncontrolling, allowing their children a high degree of autonomy (Baumrind,
1991). Permissive parents are generally warm and nurturing, often aiming to be their child's
friend rather than a strict authority figure. They use minimal punishment and avoid setting
strict boundaries, which can sometimes lead to confusion for their children. Children raised
by permissive parents may struggle with self-discipline and decision-making but often
develop a strong sense of independence (Baumrind, 1991).
Authoritarian parents exhibit a highly directive approach in their interactions with their
children, prioritizing unquestioning obedience as the cornerstone of their exercise of authority
(Baumrind, 1991). Their parenting style is characterized by a relatively detached and less
warm demeanour compared to other parenting styles, and they tend to discourage verbal
give-and-take in favor of implementing punitive measures to control their children's behavior.
This strict control and emphasis on rule enforcement are prominent features of authoritarian
parenting. While there may be moments of warmth and affection, they are often contingent
upon a child's strict adherence to established rules and expectations. Punitive measures, such
as time-outs, grounding, or the revocation of privileges, are frequently employed, leaving
little room for negotiation or discussion. Children raised by authoritarian parents tend to excel
in following rules but may struggle with autonomy and decision-making. They may also
experience higher levels of anxiety and may rebel against strict rules as they get older
(Baumrind, 1991).
Authoritative parents, however, tend to fall somewhere between these extremes. They
strikes a balance between permissiveness and authoritarianism They are characterised as
providing clear and firm direction for their children, but disciplinary clarity is moderated by
warmth. reason, flexibility, and verbal give-and-take. These parents provide clear and firm
direction while also being warm, reasonable, flexible, and open to communication
(Baumrind, 1991). They are nurturing and responsive to their children's needs, establishing a
loving and supportive relationship while maintaining appropriate boundaries. Discipline is
consistent and fair, with clear expectations and room for considering the child's perspective.
Authoritative parents encourage open communication and discussion, allowing children to
express their thoughts and feelings. Children raised by authoritative parents tend to have high
self-esteem, self-confidence, and good social skills. They are better equipped to make
responsible decisions, solve problems, and navigate challenges while respecting rules and
boundaries (Baumrind, 1991).
Understanding the intricate relationship between parenting styles and fear of failure is
crucial in providing guidance and support to young adults as they navigate the challenges of
this transformative life stage. It underscores the importance of parental influence in shaping
not only a young adult's personality but also their ability to cope with setbacks and take on
life's opportunities.
This study's significance lies in its potential to improve the lives of young adults by
shedding light on the complex relationship between parenting styles and fear of failure. By
offering valuable insights and actionable knowledge, it has the power to positively impact
mental health, education, career development, family dynamics, and personal growth.
Ultimately, this research serves as a catalyst for creating a more supportive and nurturing
environment for young adults as they navigate the challenges and opportunities of the
transformative young adult life stage.

CHAPTER TWO
LITERATURE REVIEW
The fear of failure is an intrinsic and universal emotion that significantly influences
an individual's behavior, decision-making, and overall well-being (Conroy et al., 2002).
During young adulthood, this fear becomes particularly pronounced as individuals face
numerous challenges and critical life decisions. Parenting styles play a pivotal role in
shaping children's beliefs and attitudes, influencing their overall development and future
outcomes (Baumrind, 1968; Durbin & Darling, 1993).
2.1 Authoritative Parenting and Fear of Failure:
In exploring the impact of authoritative parenting on children's development and their
attitudes towards failure, several studies have provided valuable insights. Dweck's (2006)
research laid the foundation by emphasizing how authoritative parenting styles can cultivate
self-confidence, resilience, and a growth mindset in children. Specifically, it highlighted how
such parenting enables children to perceive failure as a stepping stone for growth rather than
a reflection of their abilities, thereby reducing their fear of failure. Building upon this
foundation, Sideridis and Kafetsios (2008) delved into the emotional well-being of
elementary school students facing high-stakes testing situations. Their study revealed that
higher levels of paternal and maternal caring were associated with reduced levels of fear of
failure, anxiety, and depression among the participants. This underscores the critical role of
parental support in helping children cope with the stressors linked to challenging situations.
Additionally, Grolnick et al., (2002) conducted a study that indirectly contributed to
our understanding of the broader impact of authoritative parenting. While their research
primarily focused on maternal autonomy support, a key aspect of authoritative parenting, it
shed light on how such support promotes independence in children. This newfound
independence potentially reduces the fear of failure by nurturing self-confidence and
self-reliance.
2.2 Authoritarian Parenting and Fear of Failure:
Authoritarian parenting, characterized by strict rules and low emotional support, has
been linked to heightened levels of fear of failure (Brenning et al., 2012; Soenens et al.,
2012). Furthermore, Teevan (1983) highlighted that mothers who punished failures but
remained neutral about success contributed to fear of failure in their children. Smith (1969)
added to this understanding by emphasizing how setting high achievement standards without
believing in the child's abilities can also foster fear of failure. Moving forward, van den
Hurk's (2016) study delved into the connection between parent-child relationship quality and
fear of failure and self-esteem in adolescents. Their findings underscored that lower
parent-child relationship quality was associated with higher fear of failure and lower
self-esteem. Gender differences were noted, with girls exhibiting more fear of failure than
boys. However, the study emphasized that positive parent-child relationships play a crucial
role in mitigating fear of failure, irrespective of gender differences.
In examining cultural nuances, Klassen et al., (2011) found that authoritarian parenting
in Chinese children contributes to fear of failure, hindering academic and social success.
Sagar and Lavallee (2010) explored how parental sport socialization practices influence fear
of failure in adolescent athletes, identifying specific behaviors shaping their perception and
response to failure in sports. In the workplace, Lin et al. (2023) study examined the impact of
perfectionistic parental expectations on employees, revealing that these expectations induced
fear of failure, negatively affecting professional creativity and emphasizing the significance
of parental pressures in the workplace.

2.3 Permissive Parenting and Fear of Failure:
Dumas et al. (2005) shed light on the potential impact of permissive parenting on a
child's fear of failure. In an environment lacking structure and accountability, children may
struggle with self-discipline and motivation, ultimately leading to apprehension when faced
with challenges. Sideridis and Kafetsios (2008) extended this exploration to a group of
college students, assessing how perceived parental rearing styles affected stress levels
associated with the fear of failure. Their findings revealed a connection between parental
caring and reduced stress, highlighting the influence of parenting on a young adult's ability to
manage fear and stress during tasks. Moreover, students with overprotective parents
experienced heightened fears and diminished task performance.
Leondari, Kiosseoglou, and Vadolas (2007) further delved into the impact of permissive
parenting in the context of school-aged children. Their study emphasized that permissive
parenting practices were associated with an increased fear of failure in school. In such
environments, children were more likely to manifest fear of failure in their academic pursuits.
In parallel, Grolnick, Gurland, DeCourcey, and Jacob (2002) investigated the
consequences of maternal autonomy support, a parenting style related to permissiveness.
Their research uncovered that permissive parenting practices, while promoting independence,
also posed challenges related to the fear of failure in children. This nuanced perspective
highlights the complexities of permissive parenting and its influence on children's
development.
Furthermore, Nelson's (2023) research encompassed the broader consequences of fear
of failure, spanning health issues, academic performance, self-esteem, and overall life
satisfaction. Her study delved into various theories and factors contributing to fear of failure,
emphasizing the role of shame in its development and the far-reaching effects across different
domains.
2.4 Fear of Failure:
Examining self-protective behaviors linked to the fear of failure, researchers like
Covington (1992), Martin & Marsh (2003), Martin, Marsh, & Debus (2001), and De Castella,
Byrne, & Covington (2013) have illuminated the psychological challenges and consequences
faced by individuals with a high fear of failure. Those grappling with this fear strive for
success while actively avoiding failure through behaviors like self-handicapping, learned
helplessness, and defensive pessimism. Unfortunately, these self-protective measures can
give rise to various psychological issues, including heightened anxiety, unstable self-esteem,
and a lack of resiliency (Covington, 1992; Martin & Marsh, 2003; Martin, Marsh, & Debus,
2001; De Castella, Byrne, & Covington, 2013). Collectively, these studies offer a
comprehensive understanding of the multifaceted nature of fear of failure, highlighting its
origins, consequences, and its influence across various life domains.
Examining the influence of parenting styles on a young adult's fear of failure provides
a comprehensive perspective on how different approaches to parenting can shape an
individual's attitude toward challenges and setbacks.
2.5 Research Gap:
While prior research has touched upon the link between parent-child relationships and
the fear of failure, none have specifically utilized Baumrind’s parenting style. Our study,
employing a mixed model, not only quantifies this relationship but also delves into the
qualitative aspects, shedding light on the underlying reasons. Employing this methodology
facilitates a comprehensive investigation, yielding profound insights into the experiences of
individuals harboring a fear of failure and the associated parenting styles.
In contrast to previous studies that predominantly centred on the parent-child
dynamic, often from the parents' perspective, our research uniquely shifts focus to the
perspective of young adults. This intentional shift allows for a nuanced exploration of their
perceived experiences with their parents, providing a more intricate understanding of this
complex relationship from the viewpoint of young adults.
By understanding how parenting behaviors influence children's attitudes towards
failure, interventions and support systems can be tailored to foster a growth-oriented mindset
and resilience in children, equipping them with essential skills to thrive in various domains of
life. This led us to form the following research questions and objectives.
2.6 Research questions:
1. Is there any relationship between different parenting styles and fear of failure in young
adults?
2. What are possible reasons behind these relationships
3. How do different parenting styles affect young adults' fear of failure?
2.7 Objectives:
1. To assess the level of fear of failure in young adults.
2. To examine how different parenting styles are associated with different levels of fear of
failure in young adults.
3. To understand the mechanisms by which these parenting styles contribute to fear of
failure.
4. To investigate the role of parental expectations and criticism in the development of fear
of failure in young adults.
5. To assess the impact of parental support on fear of failure.
2.8 Hypotheses:
Ha1: There will be a negative correlation between authoritative parenting style and fear of
Ha2: There will be a positive correlation between authoritarian parenting style and fear of

Ha3: There will be a positive correlation between Permissive parenting style and fear of
Null Hypotheses:
H01: There will be no correlation between authoritative parenting style and fear of failure in
young adults.
H02: There will be no correlation between authoritarian parenting style and fear of failure in
young adults.
H03: There will be no correlation between Permissive parenting style and fear of failure in
young adults.
CHAPTER 3
METHODOLOGY
3.1 Research Design: Mixed Model study
3.2 Variables:
Independent varible: Parenting style - Permissive, Authoritarian, and Authoritative.
Dependent varible: Fear of Failure
3.3 Operational Definitions:
A. Fear of Failure:
Fear of failure is an ongoing and irrational distress experienced when anticipating or
confronting the risk of not meeting personal or societal expectations in a task or goal. This
involves fear of experiencing shame and embarrassment, fear of devaluing one’s
self-estimate, fear of having an uncertain future, fear of important others losing interest, and
fear of upsetting important others.
B. Parenting style:
Parenting style involves how an individual subjectively interprets their parents'
primary approach to raising and guiding them. This encompasses the individual's perception
of their parents' expectations, rules, attentiveness, control, and disciplinary methods
employed to enforce expectations.
In this study, it focuses on three styles: permissive, authoritarian, and authoritative.
a) Authoritative Parenting:
An authoritative parenting style is characterized by parents who, according to the
individual's perception, provide a supportive and nurturing environment. This is reflected in
consistent rules and expectations, open communication, and disciplinary measures aimed at
fostering understanding and growth rather than simply enforcing compliance.

b) Authoritarian Parenting:
An authoritarian parenting style is recognized by the individual through a perception
of high demand and control. This includes strict rules, limited openness to communication,
and disciplinary methods that may be perceived as punitive and focused on obedience rather
than understanding.
c) Permissive Parenting:
Permissive parenting is identified by the individual's perception of a lenient and
indulgent approach from their parents. This is manifested through inconsistent rules, a high
degree of freedom, minimal disciplinary actions, and a focus on the child's happiness with
relatively few demands for responsible behaviour.
3.4 Quantitative Phase
3.4.1 Participants:
160 young adults (Females - 93 & Males - 67) aged 18 to 25 were recruited to
participate in this study.
3.4.2 Sampling:
A convenience sampling technique was used to select a representative sample of young adults
from different socio-economic and cultural backgrounds.
3.4.3 Tools:
a. Socio-demographic information:
Participants were asked to provide socio-demographic information, including gender,
age, economic status etc.
b. Fear of Failure: 'Performance Failure Appraisal Inventory’ (PFAI) by Conroy,
Willow, & Metzler (2002).
Performance Failure Appraisal Inventory was used to measure fear failure in young
adults. It measures an individual's fear of failure in achievement-related situations. It

evaluates key dimensions of fear of experiencing shame and embarrassment, fear of
devaluing one’s self-estimate, fear of having an uncertain future, fear of important others
losing interest, and fear of upsetting important others. Comprising 25 items, respondents
express their perceptions using a 5-point Likert scale.
Reliability & validity:
The PFAI has good reliability and validity. The internal consistency (alpha
coefficient) of the PFAI is 0.92, and the test-retest reliability (correlation over a two-week
period) is 0.87. The PFAI has also been shown to have good construct validity, as it correlates
with other measures of fear of failure, such as the Fear of Failure Scale and the Test Anxiety
Inventory (Conroy, Willow, & Metzler, 2002).
c. Parenting Styles Assessment: 'The Perceived Parenting Style Scale' by Divya and
Manikandan (2013)
The Perceived Parenting Style Scale' serves as a reliable instrument for assessing
perceived parenting styles. This scale measures how individuals subjectively interpret their
parents' primary approach to raising and guiding them. It evaluates key dimensions of
parenting, including expectations, rules, attentiveness, control, and disciplinary methods used
to enforce these expectations. Comprising 30 items, respondents express their perceptions
using a 5-point Likert scale. To illustrate, one item might inquire about the extent to which
parents provide clear and firm direction while allowing for flexibility in discussions and
decisions.
Reliability & validity
To find out the reliability of the scale Cronbach Alpha coefficient was computed for
each style and it was found that the authoritative style is having an Alpha coefficient of 0.79,
authoritarian 0.81 and permissive 0.86. All the styles of the perceived parenting style scale
have an acceptable level of reliability. The authors claim that the scale has face validity
(Divya & Manikandan, 2013)
3.4.4 Procedure:
Prior to data collection, participants were provided with detailed information about
the study's purpose, procedures, and ethical considerations. Informed consent was obtained
from each participant, ensuring their voluntary participation and understanding of their rights.
Quantitative data were collected through google form.
3.4.5 Data Analysis:
Following data collection, statistical analyses were conducted using IBM SPSS-21.
Descriptive statistics, correlation coefficients, and multiple regression analysis were
conducted to analyse participants' fear of failure scores, and perceived parenting styles.
3.5 Qualitative Phase:
Next phase aimed to explore the elements that explain relationships established by the
quantitative phase. As the permissive parenting style showed a weak correlation we only
chose authoritative parenting style and authoritarian parenting styles for further qualitative
analysis.
3.5.1 Sampling:
We employed purposeful sampling to select 10 participants from the quantitative sample.
This purposeful sampling approach was guided by specific criteria, which involved the
inclusion of five individuals representing authoritative parenting style and five individuals
representing authoritarian parenting style. The selection aimed to address the research
question comprehensively while ensuring diversity within the sample.
3.5.2 Ethical Considerations:
Prior to the study, participants were informed about the purpose, nature, and potential
outcomes of the research. Written informed consent was obtained from each participant,
ensuring their understanding of the right to withdraw at any time without consequences.
Emphasis was placed on the confidentiality and anonymity of participants. The
voluntary nature of participation and the right to withdraw without repercussions were clearly
communicated. Ethical approval was obtained from the institutional review board (IRB) or
ethics committee before initiating the study.
3.5.3 Procedure:
Participants were briefed about the next phase of the study, explaining the focus on
their experiences and perceptions of fear of failure and parenting practices. Semi-structured
interviews were conducted to explore participants' experiences, using open-ended questions
to facilitate a detailed exploration of their perspectives on fear of failure and parenting
practices. A comfortable and private interview setting was ensured to facilitate open
communication.
Consent for audio recording was obtained from participants to accurately capture the
nuances of their responses. The purpose of audio recording was explained, and participants
were reassured about the secure handling and confidentiality of the recordings. The
audio-recorded interviews were transcribed verbatim, preserving both verbal and non-verbal
elements. Accuracy was maintained in preserving the participants' language and expressions
during the transcription process. The transcribed data were organized and managed
systematically, with unique identifiers assigned to participants to uphold confidentiality. Data
were stored securely, following data protection and privacy regulations.
3.5.4 Data Analysis:
Thematic analysis was employed to identify common themes and patterns in
participants' responses. Initial coding of the data was undertaken, systematically labeling
segments related to fear of failure and parenting practices. A coding framework or set of
initial codes was developed based on recurring themes and patterns. Thematic coding
progressed by grouping similar codes into overarching themes. Themes were iteratively
refined and revised through an in-depth analysis of the data. This provided a nuanced
understanding of how fear of failure is influenced by parenting styles.
3.5.5 Integration of Data:
The quantitative and qualitative findings were combined during the interpretation
phase to create a comprehensive narrative that highlighted the interplay between fear of
failure and parenting styles.
3.5.6 Ethical Considerations:
Throughout the study, ethical guidelines were strictly followed. Ethical approval from
the relevant institution was obtained, and participant confidentiality and anonymity were
maintained at all stages.

CHAPTER 4
RESULTS
4.1 Quantitative Analysis
4.1.1 Descriptive Statistics
Table 1
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Fear of failure 160 25 109 67.48 20.506
Authoritative 160 14 50 36.41 7.583
Authoritarian 160 11 50 28.96 9.633
Permissive 160 12 50 24.33 7.548
Valid N (listwise) 160
Table 1 reports the descriptive statistics for the study variables. For fear of failure,
participants generally showed moderate levels (M = 67.48, SD = 20.506, Range = 25-109).
According to the cutoffs for the Performance Failure Appraisal Inventory (PFAI), this would
be considered a high level of fear of failure (Conroy, Willow, & Metzler, 2002).
For parenting style, participants reported relatively high levels of authoritative
parenting (M = 36.41, SD = 7.583, Range = 14-50), moderate levels of authoritarian
parenting (M = 28.96, SD = 9.633, Range = 11-50), and low levels of permissive parenting
(M = 24.33, SD = 7.548, Range = 12-50). Based on the cutoffs for the Perceived Parenting
Style Scale by Manikandan, these would be considered moderate levels of authoritative and
authoritarian parenting, and a low level of permissive parenting (Divya & Manikandan,
2013).
Overall, the descriptive statistics suggest that the sample has relatively high levels of
fear of failure and moderate levels of authoritative and authoritarian parenting. The sample
has relatively low levels of permissive parenting.
4.1.2 Pearson Correlation
We conducted pearson bivariate correlation to understand the relationship between
different parenting styles and fear of failure in young adults.
Table 2
Pearson Correlation - Fear of failure & Authoritative parenting style
Fear of failure Authoritative
Fear of failure Pearson Correlation 1 -.496**
Sig.(2-tailed) .000
N 160 160
Authoritative Pearson Correlation -.496** 1
parenting style Sig.(2-tailed) .000
N 160 160
** Correlation is significant at 0.01 level (2- tailed)
Table 2 reports Pearson bivariate correlation between fear of failure and authoritative
parenting style. There is significant moderate negative correlation (r= -0.49,p <.001) between
fear of failure and authoritative parenting style.

Table 3
Pearson Correlation - Fear of failure & Authoritarian parenting style
Fear of failure Authoritarian
Fear of failure Pearson Correlation 1 .532**
Sig.(2-tailed) .000
N 160 160
Authoritarian Pearson Correlation .532** 1
N 160 160
** Correlation is significant at 0.01 level (2- tailed)
Table 3 reports Pearson bivariate correlation between fear of failure and authoritarian
parenting style. There is significant moderate positive correlation (r= 0.532,p <.001) between
fear of failure and authoritative parenting style.
Table 4
Pearson correlation - Fear of failure & Permissive parenting style
Fear of failure Authoritarian
Fear of failure Pearson Correlation 1 .195*
Sig.(2-tailed) .014
N 160 160
Permissive Pearson Correlation .195* 1
N 160 160
* Correlation is significant at 0.05 level (2- tailed)

Table 4 reports Pearson bivariate correlation between fear of failure and permissive
parenting style. There is significant weak positive correlation (r= 0.19, p <.001) between fear
of failure and permissive parenting style.
4.2 Qualitative analysis
The thematic analysis for authoritarian and Authoritative parenting style revealed following
themes and subthemes.
Table 5
Authoritarian parenting style
Themes Subthemes
1. Lack of parental a. Children sense a lack of family support.

support b. Parents do not support due to distrust in a child's
autonomy.
2. Unrealistic a. Parents have unrealistic expectations of regarding

Expectations and success and failure
Negative b. Parents compare their younger self to their children.
Comparisons c. Parents compare children with their peers.
d. Parents focus on societal image.
3. Impaired a. Parents respond negatively to failure.

communication b. Parental expectations communicated in anger.
c. Individuals hide emotions to avoid parental anger.
4. Belief that failure is a. Failure is perceived as shameful and embarrassing.

inherently b. Individuals become dissatisfied and devalue success.
detrimental c. Children take extreme efforts to avoid failure.
d. Individuals avoid trying new things to prevent failure
5. Failure undermines a. Learned perception: only accepted when successful

perceived worth b. Failure is tied to self-worth.
c. Low self-esteem.
d. Dependency on parents due to a lack of autonomy.
Table 6
Authoritative parenting style
Theme Suthemes
1 Supportive a. Parents maintain an easy going demeanour.

Environment b. Unconditional Parental support and trust
c. Open communication
2 Positive parental a. There is always a next time (parents)

Response to Failure b. Positive parental response to failure
and Mistakes c. Normalising mistakes for children
d. Address misguided decisions due to fear of failure.
3 Effort and Growth a. Emphasise the importance of effort.

Orientation b. Keeping children grounded in the face of success
c. Success and failure equal
4 Resilience and a. Initial fear transitions to confidence.

Confidence Building b. There is always a next time
c. Family safety net enhances risk-taking.
5 Growth and a. Practical outlook towards failure (child)

Learning Mindset b. Self-oriented expectations
c. Failure as a learning opportunity.
CHAPTER 5
DISCUSSION
5.1 Quantitative analysis
The current research aimed to unravel the intricate relationship between parenting
styles and the fear of failure experienced by young adults. The study utilized a mixed-
methods approach, combining quantitative and qualitative data to provide a comprehensive
understanding of the developmental origins of fear of failure. The quantitative component of
the study sought to determine whether there is a link between different parenting approaches
and young adults' fear of failure. The qualitative phase investigated why this association
exists.
The first hypothesis (Ha1) predicted a negative correlation between authoritative
parenting style and fear of failure. Our results support this hypothesis, demonstrating a
significant moderate negative correlation between fear of failure and authoritative parenting
style. This implies that young adults who perceive their parents as providing a supportive and
nurturing environment experience a lower level of fear of failure. These findings are in line
with research emphasising the positive outcomes associated with authoritative parenting,
such as enhanced self-esteem and resilience (Deneault et al., 2020). Gonzalez et al. (2010)
demonstrate that young adults raised by authoritative parents exhibit lower levels of fear of
failure, emphasising confidence in abilities. Research by Dweck (2006) emphasizes how
authoritative parenting cultivates self-confidence and a growth mindset, reducing the fear of
failure.
The second hypothesis (Ha2) posited a positive correlation between authoritarian
parenting style and fear of failure in young adults. Our findings align with this hypothesis,
revealing a significant moderate positive correlation between fear of failure and authoritarian
parenting style. This observation is consistent with previous studies that highlight the impact
of strict rules and limited communication on the psychological well-being of young adults
(Parker et al., 2004). Authoritarian parenting, characterised by strict rules and low emotional
support, has been linked to heightened levels of fear of failure (Brenning et al., 2012;
Soenens et al., 2012). Teevan (1983) underscore how punitive measures without belief in the
child's abilities foster fear of failure.
The third hypothesis (Ha3) suggested a positive correlation between permissive
parenting style and fear of failure. Our data confirm a significant weak positive correlation
between fear of failure and permissive parenting style. This indicates that individuals who
experience lenient and indulgent parenting may be more prone to fear of failure. Previous
literature has discussed the potential downsides of permissive parenting, including a lack of
structure and guidance, which may contribute to heightened anxiety in the face of failure (
Kerr et al., 2011). Studies by Dumas et al. (2005) and Sideridis and Kafetsios (2008) indicate
that permissive parenting practices may lead to struggles with self-discipline and increased
fear of failure .
The hypotheses formulated in this study successfully addressed the initial research
question, which sought to ascertain the existence of a relationship between parenting styles
and the fear of failure in young adults. Through the quantitative phase of this mixed-methods
study, these hypotheses provided valuable insights into the dynamics between parenting
approaches and the prevalence of fear of failure in the target demographic.
Moreover, the study's objectives, centered on assessing the level of fear of failure in
young adults, were effectively met through the quantitative analysis. By rigorously testing the
hypotheses, the research not only contributed to answering the primary research question but
also fulfilled the broader goals outlined in the study's objectives.
In the conclusive phase of the quantitative component, our findings establish
connections between parenting styles and fear of failure, providing a solid foundation for
subsequent qualitative exploration. These quantitative results serve as a springboard for

delving deeper into the nuanced experiences and perceptions of young adults regarding fear
of failure and the potential influence of parenting practices.
5.2 Qualitative analysis
As we transition to qualitative thematic analysis, our exploration focuses on
authoritative and authoritarian approaches, aiming to unravel the intricate relationship
between fear of failure and parenting styles. The qualitative phase seeks to identify and
interpret emerging themes that encapsulate participants' experiences, shedding light on the
nuanced interplay between parental guidance and the development of fear of failure.
5.2.1 Authoritarian parenting style and fear of failure
Our qualitative thematic analysis of the authoritarian parenting style revealed five
themes. Three were identified as pathways: lack of parental support, unrealistic expectations
and negative comparisons, and impaired communication. Two themes emerged as
consequences: the belief that failure is inherently detrimental and that failure undermines
perceived worth. This examination sheds light on the complex dynamics and potential impact
of authoritarian parenting on the development of fear of failure in young adults, leading to the
creation of the following model.

5.2.1.1 Pathways
Let's now explore the intricacies of this model by delving into the specific themes
that explain the pathways.
a. Lack of Parental Support:
The first pathway depicts the theme of lack of parental support. Authoritarian
parenting often involves an absence of emotional support and encouragement. This theme
highlights situations where children may perceive a lack of understanding or empathy from
their parents when facing challenges. The absence of a supportive foundation can contribute
to an intensified fear of failure. These themes have subthemes: 1) children sense a lack of
family support 2)parents do not support due to distrust in a child's autonomy.
1) Individual sense a lack of family support:
This sub theme refers to the perception by individuals that their family environment
lacks the necessary emotional, psychological, or tangible support. It goes beyond the absence
of physical support to encompass a feeling of emotional disconnection or inadequacy in the
familial support system. For example when asked about the support systems in family
participant 1 articulated “So somewhere or other I don't have a support system and I always
feel let down ki maine ye sahi se kiya nahi hai.” Similarly participant 2 expressed “There is
no support system at home.” Also participant 3 quotes when inquired about the support
system in his family”. This perception can impact the child's sense of security and
confidence.
2) lack of support due to distrust in a child's ability:
The next subtheme refers to parents withholding support for their child's decisions or
actions because they lack confidence in the child's ability to make independent choices. The
underlying distrust in the child's autonomy may result in limited support, potentially
hindering the child's development of autonomy and decision-making skills.Evidently,

Participant 1 recounts a desire to become an archaeologist, met with parental skepticism: “so
I wanted to be an archeologist. But unko woh karwana nahi tha. Toh bol diya unhone ki, tum
kya archeologist banoge, dhup me jaoge chaakar ayega, saap, bichhu dekhoge udhar hi mar
jaoge. Also we can't send you because you don't know how to live on your own. Tumhe kuch
ayga nahi, tum abhi hawa me bol raho ho. Tumme guts nahi hai, stamina nahi, ye nahi hai
woh nahi hai. Kya jarurat hai, karo chupchap ye.”
Similarly, Participant 2 shares a reluctance to support her pursuit of crocheting:
“There is this thing croche thing, की उसको लगा ही नहीं थाकि मैं कर पाऊंगी, जब मैंने बोला मझ
ु े
hook and yarn लाकर दे she was not at all convenience कि मैं वह चीज कर पाऊंगी”. This
dynamic can impede the development of the child's independence and decision-making skills,
as parental distrust becomes a hindrance to fostering self-reliance.
b. Unrealistic Expectations & Negative Comparisons:
This theme has 2 components: unrealistic expectations and negative comparisons.
Unrealistic Expectations involve parents setting exceedingly high standards beyond a child's
developmental capacity. Negative Comparisons entail parents constantly comparing their
children with others, either siblings or peers, fostering competition and heightened fear of
failure as individuals strive to meet unrealistic external benchmarks. This theme involves
many subthemes: Parents have unrealistic expectations regarding success and failure, Parents
compare their younger self to their children, Parents compare children with their peers and
Parents focus on societal image.
1) Unrealistic Expectations of Success and Failure:
Parents harbour impractical standards concerning their children's achievements and
setbacks, setting expectations that may surpass realistic developmental capabilities and
contributing to heightened pressure on the child to meet these standards. According to
Participant 1 for her mother “sometimes, kuch chizome, there is no room for error. Like, you
have to get it in first try.” In another instance of such expectation quotes “ let's say 500
marks, me se, mujhe 420 aaya. Toh she'll be like Ye kaise marks hai? Even if i am first in
class. She says Science se arts mein aa gaye, 450 ke neeche nahi ana chahiye. This sentiment
highlights the stringent criteria set by parents, allowing little room for mistakes or learning.
Participant 2 adds to this perspective, that her mother,“she can't accept that people can fail
sometimes. She wanted kids like who are perfect in everything” also Participant 4
contributes to the discussion with the statement, “त्यांच्यासाठी success म्हणजे एक लाख पेक्षा
जास्त पगार पहिलाच नोकरीमध्ये शक्य नाहीये, well setteled पर्ण

ू पाहिजे” shedding light on the
financial and career benchmarks parents often impose, making success a rigid and demanding
concept. Overall, these participant quotes collectively underscore the issue of unrealistic
parental expectations, creating a challenging environment for the child.
2) Comparison between parents & children:
The comparison between parents and children involves a reflective assessment of the
disparities or similarities between the past experiences and achievements of parents and their
offspring. This process plays a pivotal role in shaping parental expectations, influencing the
child's sense of identity, and impacting familial dynamics. Participant 1 articulates the weight
of this comparison, expressing, “I am very conscious about my looks. They say His name was
in the toppers list till date, my mom ranked 3rd, and now, compared to my parents' younger
selves, I feel like I am nothing compared to what they are.” Meanwhile, Participant 2 adds
another dimension, stating, “ i think that she was expecting something like younger self and i
was total opposite of what she was expecting. मैं shy हूं ज्यादा बात नहीं करती मम्मी मेरी बहुत
बात करती , she is very talkative, may be she wanted someone who is just like her, may be i
am not like her.” These participant quotes collectively underscore how the comparison
between generations significantly influences the individual's perception of self and the
dynamics within the family.

3) Peer-Based Comparisons:
Parents often contribute to a competitive atmosphere by comparing their children with
peers, creating a dynamic that puts additional pressure on the child to meet societal
expectations and benchmarks established through these comparisons. Participant 1 shares a
personal experience, recounting, “I had a friend who was a scholar. So my parents used to tell
me, ‘Look at your friend. How well she scores, eats good food, has great skin, and leads a
balanced life. And look at you, a lazy bum lying around and getting fat. My self-confidence
has taken a hit.”
Participant 2 echoes a similar sentiment, expressing, “Like other kids are better than
me, a lot better than me. So why am I not like them? If my neighbour is scoring 80%, why
am I at 75%?” This quote highlights the internalised comparison with peers and the resulting
feelings of inadequacy. In summary, these participant statements collectively illustrate the
challenging consequences of parental comparisons, fostering an environment where children
grapple with societal expectations and internalized standards.
4) Focus on Societal Image:
This theme underscores the parental emphasis on the outward perception of their
family in society, signifying a prioritisation of societal image. This focus on external opinions
has the potential to shape parental expectations and behaviors, creating an environment where
the child may feel compelled to conform to societal standards rather than pursue individual
aspirations. Participant 2 reflects on this, noting, "My mom cares a lot about what people will
think, and most of the time, she wants anyone who visits our home to say, 'How nicely she
has raised her kids!!'”
Participant 3 further emphasizes this concern, stating, " पेरेंट्स ना इमेज फॉर काळजी
आहे की समाजात कसे दिसू आम्ही आणि त्याचा प्रेशर माझ्यावर आलाय." This quote highlights
the impact of parental concerns about societal perceptions on the child, creating an additional
layer of pressure to conform to societal expectations. In essence, these participant quotes
collectively illustrate how the parental focus on societal image can influence the family
dynamic, potentially shaping the child's experiences and aspirations.
c. Impaired communication:
Authoritarian parenting tends to exhibit communication patterns characterized by
one-way directives rather than open dialogue. This theme underscores the limited opportunity
for children to express their thoughts and feelings, hindering healthy communication
channels. The lack of an open discourse may contribute to heightened anxiety about failure.
This major theme encompasses the following subthemes: 1) Parents respond negatively to
failure, 2) Parental expectations communicated in anger. Let's look into it.
1) Parents respond negatively to failure:
This refers to a situation where parents react with disapproval, criticism, or harshness
when their children experience failure or make mistakes. Instead of providing support and
encouragement, these parents may express disappointment or frustration, potentially
impacting the child's self-esteem and creating an environment where the fear of failure is
heightened.
Participant 1, who recounts instances where criticism and disapproval were the
immediate reactions to academic setbacks. The participant notes, "If I get even a little lower
grades, my mom is the first one to taunt me. Usually, the first reaction, academically, is
always like, 'you can do better.'" Moreover, a specific incident in school left a lasting impact
as the participant recalls her father's reaction, quoting “once in school i got less marks in one
subject and i remember my fathers react, I had seen his face, like, it was like a parent who
was like, ki mera yeh baccha hai. I felt like my dad, he must have felt itna... shameful, ye
meri bacchi ho sakti hai?? Isme itni bhi intelligence nahi hai ki ye passing marks bhi nahi la
sakti.(disbelief )”
Participant 4 contributes to this theme by providing insights into how her parents react
to failure, describing it as an aggressive response that includes taunts and discouragement.
The participant shares, "Participant 4 quotes how her parents reacts to failure “ओरडून मारून
किंवा चिडून कधी कधी agressive way ne तर मी थोडसं चक

ु ू न काही जोरात आपटलं किंवा जोरात
ठे वलं किंवा कुठे वस्तू लागली भिंतीला किंवा कुठे तरी मला लगेच असं रागाने बघणार आणि बोलणार
की काय अक्कल नाहीये. एवढे taunts, एवढी discouragement आणि एवढं डीमोटिवेट करतात ना ते
म्हणजे मी जर एक-दोन तास ऐकलं ना ते तर मी खरोखर कॉलेज सोडून टाकेन कारण तेवढे इम्पॅक्ट
करता ना त्यांचं बोलणं की असं वाटतं ना की काहीच नाही होणार माझ्याकडून ते असं बोलतात ना."
These participant quotes collectively underscore the detrimental effects of negative parental
reactions to failure, revealing the emotional toll it takes on the child and the potential
long-term consequences on their academic and personal development.
2) Parental expectations communicated in anger:
This involves parents expressing their expectations for their children in a manner
characterized by anger or frustration. Rather than using constructive and supportive
communication, parents may convey their desires or standards with negative emotions.
Participant 2 describes how her mother articulates expectations, stating, "“उसने (mother) रखे
हैं अपने एक्सपेक्टशंस आगेकी बच्चों में ऐसे करना चाहिए वैसे करना चाहिए but whenever she is
angry. ऐसे अच्छे से कभी नहीं बोला. She only tells the expectations when angry there is no other
way. No other way in that house.” Similarly, Participant 3 echoes a similar sentiment, noting,
"अपेक्षा आहे त म्हणन

ू पण जेव्हा मोठी भांडण होतात घरामध्ये तेव्हा त्या गोष्टी बोलन
ू दाखवतात हे
असं नाही असं करायला हवं होतं त्यांनी या गोष्टी अगोदर क्लिअर केल्या असत्या मग त्यावेळेस एक
चांगला संवाद झाला" This participant emphasizes the connection between anger and the
communication of expectations, suggesting that these discussions occur predominantly during
tense moments. In both instances, the participants highlight a lack of constructive and
supportive communication regarding parental expectations. The prevailing pattern is one

where expressions of anger become the vehicle for conveying these expectations,
contributing to a stressful atmosphere. This mode of communication may leave children
feeling pressured and anxious about meeting these expectations.
5.2.1.2 Consequences
The subsequent phase of the model delves into the consequences stemming from the
identified pathways within the thematic analysis of authoritarian parenting. Two overarching
themes emerge to elucidate the profound impact of this parenting style on individuals. The
identified themes encompass a belief that failure is inherently detrimental and that failure
undermines perceived worth. Let's delve into a comprehensive exploration of these themes to
gain a nuanced understanding of their implications.
a. Belief in Detrimental Nature of Failure:
This theme encapsulates the conviction that failure is inherently harmful, fostering a
pervasive fear of mistakes and a reluctance to take risks. Individuals adhering to this belief
system often view failure not as a temporary setback but as a reflection of personal
inadequacy, leading to heightened anxiety and inhibited exploration of new endeavors.
This include 4 sub themes as followed: This include 4 sub themes as followed: 1) Failure is
perceived as shameful and embarrassing 2) Individuals become dissatisfied and devalue
success 3) Children take extreme efforts to avoid failure 4) Individuals avoid trying new
things to prevent failure.
1) Failure is Perceived as Shameful and Embarrassing:
This theme signifies a mindset wherein failure is not merely seen as a setback but is
deeply associated with feelings of shame and embarrassment. Individuals subscribing to this
belief system often internalize a fear of judgment and negative evaluation from others,
particularly parents, amplifying the emotional toll associated with failure. When inquired
about how the individual feels about failure at this point of life participant 1 responded, “I do
not like to be associated with the word failure, even if it is in the smallest of tasks, I feel like
if somebody labels me as a failure, it is shame. Basically, For me, personally, failure is
associated with shame, it feels like public humiliation.” Participant 2 addes to the narrative
stating,” failure for me comes with the thought of Embarrassment. How people how people
will judge me because I am not good at something? i fear that people will judge me.”
while participant 3 recalls the incident from her results day, “ मी कशी रिझल्टच्या
दिवशी कमी मार्क मिळायचे त्या पप्पांच्या बाजल

ू ा बसन
ू sad असायचे आणि ते कसे टपल्या मारायचे
dum फील करावायचे मला.” This insight provides a glimpse into the roots of associated shame,
suggesting a profound connection to parental reactions. Together, these perspectives
illuminate the complex emotional web surrounding the idea of failure, where shame and
judgment intertwine to shape individuals' responses and attitudes towards their own setbacks.
2) Individuals Become Dissatisfied and Devalue Success:
This theme reflects a consequence where individuals, due to authoritarian parenting,
develop dissatisfaction and a tendency to devalue success. The constant pressure and negative
reinforcement surrounding achievement lead to a diminished appreciation for personal
accomplishments. Success, rather than being a source of fulfillment, may be overshadowed
by the persistent fear of not meeting heightened expectations, resulting in a perpetual sense of
discontent.
When inquired about the impact of parents' reaction on individual participant 1
articulated, stating, "So this has affected me in a way that whenever I succeed, I feel like,
'thik hi hai konsi badi baat hai, kya hi farak padata hai.' So every time I get good grades,
mujhe apne aap feel hota hai ki ye kya marks hai," indicating an internal dissatisfaction with
personal performance. Participant 2 further emphasized this sentiment, sharing, "मेरे परु ाने
कॉलेज में तब मेरे मार्क्स 8.2 में होते थे तब मैं 9 पॉइंट के लिए तरसती थी, बट अभी यहां पर बहुत
हल्के में चेकिंग होती है और मझ

ु े 9 पॉइंट आता है , तब भी मझ
ु े खश
ु ी नहीं होती. So I don't feel happy
at all about my success also. So I feel, whatever success I have at this moment, is not even
good at all. It's not good enough. And it goes in other areas also, like the crocheting thing I
do, I do it so well, but I still feel that if it is not the best in the world, then what's the point in
doing that." These responses underscore the profound impact of authoritarian parenting on
individuals' perceptions of success and their own achievements.
3) Children Take utmost Efforts to Avoid Failure:
This sub theme refers to how individuals adopt extreme measures to evade failure.
The fear of parental disapproval or consequences associated with failure prompts a
hyper-vigilant approach to tasks and endeavors. This may include overworking,
perfectionism, or a heightened sensitivity to potential failures, all driven by an intense desire
to avoid the perceived negative outcomes linked to falling short of expectations.
When asked about their reaction to the possibility of failure, Participant 1 revealed a
determined mindset, stating, "When I face the possibility of failure, I try to tell myself, 'ki
kuch bhi kar ke karna hai.' Matlab there is no other option for you. You have to do it. Kuch
aur ka option, hai hi nahi. Mai fail ho gayi toh fir bacha hi kya hai aur. Kuch nahi padega,
rote raho. So, I try to tell myself, ki wo, itna negative consequences, face karne se acha kuch
hi takleef utha lo and kar lo. Even if it's hurting, you do it. Because you don't want... I don't
want to face that consequences that come later of feeling helpless, shame, guilt. I don't want
to feel all those emotions.” They emphasized a proactive approach, acknowledging the
absence of alternative options and the need to face the challenge head-on to avoid negative
consequences like feeling helpless, shame, and guilt.
Participant 2 echoed this sentiment, stating, "So, prepare in advance very, very
advance like a month before or many months before the exam because I don't want to get a 7
pointer," highlighting a meticulous and early preparation strategy driven by the desire to
sidestep the perceived negative outcomes associated with potential failure. These responses
underscore the lengths individuals go to in order to avert the repercussions of falling short of
expectations shaped by parental pressure. The constant pressure to meet unattainable
standards becomes a driving force, shaping behaviors and decision-making processes.
4) Individuals Avoid Trying New Things to Prevent Failure:
This sub-theme sheds light on the impact of authoritarian parenting, highlighting how
individuals actively avoid novel experiences to evade failure. This avoidance, acting as a
self-protective mechanism, is driven by the anticipation of negative repercussions. The
reluctance to step outside established comfort zones stems from a deep-seated desire to
prevent any possibility of failure and the ensuing consequences, particularly those linked to
parental disapproval.Participant 1 articulates this fear, stating, "Now I'm so scared of failing.
Ki mai problem ko attempt karna try bhi nahi karti. Kyuki muze pata hai ki mai try karungi
toh fail ho jaungi, so aye usse accha hai ki I always play in safe waters where I feel like ki
mai kanha raja nahi hu. I never try to break the barriers and know where my limits are. I've
already set my limits, I have never faced my challenges. Never faced my challenges."
Participant 2 further supports this sentiment, sharing, "To approach challenges
honestly, भाग जाती हूं. Face कि नहीं करना क्योंकि डर लगता है . So this is why I like stop trying
things because if I go according to my mom's standard, then I have to come first in
everything to be successful in any way. But because I feel that I won't be able to do that, that's
why I don't try to participate. Hence I never took any opportunity because I was scared of
failure. बिकॉज़ अगर मैंने अच्छा नहीं किया तो मम्मी चिलाएगी ना, तो मैं क्यों किसी चीज में जाऊं
आगे." These narratives exemplify how the anticipation of failure, rooted in authoritarian
parenting, shapes individuals' choices to avoid challenges and stick to familiar, perceived safe
territories.
b. Failure Undermines Self-Worth:
Another consequence that emerged through thematic analysis was ‘failure undermines self -
worth’. This theme reveals the impact of authoritarian parenting on an individual's self-worth
in the context of failure. Individuals internalizing this perspective tie their personal value
directly to meeting parental expectations. Consequently, setbacks lead to a notable erosion of
self-esteem, intertwining the experience of failure with feelings of shame, inadequacy, and a
pervasive sense of falling short of external standards. This theme highlights the profound
psychological impact of authoritarian parenting on an individual's self-perception in the face
of adversity. This includes 4 sub themes as follows: 1) Learned perception: only accepted
when successful 2) Failure is tied to self-worth 3) Low self-esteem 4) Dependency on parents
due to a lack of autonomy 5) Individuals hide emotions to avoid parental anger. Let's look
into them deeper.
1) Learned Perception: Only Accepted When Successful:
In the context of learned perception, this refers to an individual's belief system where
acceptance and validation are conditional upon achieving success. The person internalizes the
idea that their worth is closely tied to their accomplishments, and acceptance from others,
particularly in the eyes of authority figures, is contingent upon successful outcomes.
The participants depicts the evidence for this in following quotes. Participant 1
reveals that failure makes her feel unaccepted and unloved, expressing, “ I won't be accepted,
loved or cared for by anybody, muze ijjat se nahi dekha jayega, muze pyar nahi milega.”
futher she adds “ I think validation is the one thing that pays a very huge role. And besides
validation, I think I don't think there's anything else because I'm a person who I think lives on
validation, Logon ka. But, I know these are selected few. So I think loved ones. Those people
who matter to me. Like my closest friends, my family, my cousin, ye logon ka validation
Mila, I'll be happy. I think it's more associated with unka Pyaar muze mitla jaega. So at till
the point I keep giving them till the point I am like, you know, on the top of my game, they
love me. The moment I plummet down, then they will be like, Kya he ye ?!(disgusted
expression)” participant 2 adds to this notion stating,"If you don't meet her (participant’s
mother)criteria of being good at everything, including housework, studies, and sports, then
you are not considered good." Together, these quotes illuminate the participants' deep-seated
connections between failure, acceptance, and the stringent standards they feel compelled to
meet for validation.
2) Failure is Tied to Self-Worth:
This concept denotes the psychological connection an individual makes between
experiencing failure and a perceived decline in their inherent value or self-worth. In such a
mindset, failure is not viewed as a separate event but is deeply intertwined with one's identity,
leading to a negative impact on self-esteem and overall self-perception.
The concept of failure being tied to self-worth illustrates the profound psychological
link between experiencing setbacks and a perceived decline in one's intrinsic value.
Participant 1 vividly describes the emotional impact, expressing, “Parahai job money. So, if I
fail at this, then I am done. There is nothing else in my life. Mai fail ho gayi toh fir bacha hi
kya hai aur!(devastated). I remember when I was in 7th std, I failed in physics and at that
time I started feeling disgusting. I started feeling like I'm some kind of a piece of walking,
talking flesh with no merit, no intelligence. And I can't even contribute to anything good.
Like it was disgusting. I don't even know how to put it into words how I felt.”
Participant 2 echoes this sentiment, expressing a deep sense of unworthiness, stating,
“That I am a failure, I don't deserve something. I deserve nothing. That's why this happened
with me. I am a literally stupid person on this earth. I am a loser.” These narratives
collectively emphasize the pervasive impact of failure on self-worth, leading to profound
feelings of inadequacy and a negative self-perception.
3) Low Self-Esteem:
Low self-esteem, a psychological state marked by persistent negative self-evaluation,

is a notable consequence within the context of authoritarian parenting. This state may arise
from the perpetual fear of failure, the conditional acceptance imposed by such parenting, and
the internalization of negative feedback, collectively contributing to a diminished sense of
self-worth.
Participant 1 vividly expresses the impact, stating, "My confidence is plummeted, like
10th standard, my self-esteem was down the drain. I feel like the way they react to failure, na
uski wajah se mera confidence hamesha low hi raha hai. Let's say I'm presenting. But
self-esteem is very low. I have zero confidence." Participant 2 echoes this sentiment,
declaring, "I have zero confidence. कॉन्फिडेंसतो किधर है ही नहीं दिख ही नहीं रहा. मझ
ु न
े हीं
बिल्कुल नहीं है . मैं नहीं कर पाऊंगी, मझ

ु े से होगा ही नहीं वह चीज, हमेशा नहीं हुआतो अभी क्यों होगा
और और अगर फेल हो भी गई तो क्या ही आगे जा पाऊंगी मैं क्योंकि अभी तक कभी जा ही नहीं पाई."
These accounts collectively underscore the profound impact of authoritarian parenting
on individuals' self-esteem and confidence, reflecting the pervasive negativity ingrained in
their self-perception.
4) Dependency on Parents Due to a Lack of Autonomy:
This scenario illuminates a state where individuals, often influenced by the impacts of
authoritarian parenting, grapple with diminished autonomy and self-reliance. The fear of
failure and a strong desire for parental approval contribute to an enduring dependence on
parents for decision-making and emotional support, impeding the cultivation of independent
thought and action.
Participant 1 reflects on this, stating, “Zindagi me maine apne apne parents ke bina
kuch kiya hi nahi hai. I don't know how to live without them because they made me so
dependent. I can't go anywhere without them.” Participant 2 reinforces the theme, expressing,
“I need her validation in every area in my life even if I want to buy a small hair clip I ask her,
the one she chooses I'll buy. I need her approval that it is actually good for me to buy because
I don't feel confident.” These narratives collectively underscore the enduring impact of
authoritarian parenting on individuals, resulting in a prolonged reliance on parental guidance
and approval for various aspects of life.
5) Individuals hide emotions to avoid parental anger:
In this context, individuals, often children, suppress or conceal their emotions as a
coping mechanism to prevent invoking parental anger. The fear of negative reactions from
parents leads individuals to hide their true feelings, creating a barrier to open and honest
communication. Participant 1 shares a sense of emotional detachment within the family,
expressing, "With Mom, I don't share my personal feelings. I tell my mom I'm a very
emotionless and heartless person. If she tries to correct me, I'll have this laid-back attitude,
like heartache. I don't think I open up to them. I always put on a mask. I only have academics
in my life, and I'm doing that. So, I don't think I open up at home."
Similarly, Participant 2 discusses the need to hide her true feelings from her mother,
explaining, "Even if there are things where she disappoints me or where I am angry at her, I
cannot show her. I always have to be like, 'Oh, I'm not affected by your actions.' Because if
you show her, she gets more angry. If I tell my mom something and she gets angry, she tends
to view that thing negatively. After a few times, I stopped saying anything because I feel if I
say something, it might be perceived negatively, and it will bother me." Participant 3 echoes
this sentiment, stating, “आई-वडिलांना सांगायचा प्रश्नच येत नाही कारण त्यांचा एक ठरलेला
दृष्टिकोन आहे ते मला माहिती आहे आणि त्यांना जर मी तिकडे सांगितली तर ते तिला चांगला
दृष्टिकोनातन
ू बघणार नाही हे मला माहिती आहे ”
Collectively, these participant quotes illuminate the difficulties in fostering open
communication with parents, indicating a need for a more supportive and understanding
environment for sharing personal feelings and experiences.

This model highlights the impact of authoritarian parenting on handling failure,
emphasizing the need for nurturing environments, realistic outlooks, open communication,
and resilience. It's crucial for parents, educators, and mental health professionals to create
supportive environments fostering positive self-concept amid life's challenges.
5.2.2 Authoritative parenting style and fear of failure:
Further our thematic analysis of the authoritative parenting style revealed five themes.
Three were identified as pathways: Supportive environment, Positive parental response to
failure and mistakes, Focus on efforts & growth orientation. Two themes emerged as
consequences: growth and learning mindset and resilience and confidence building. This
examination sheds light on the complex dynamics and potential impact of authoritative
parenting on the development of fear of failure in young adults, leading to the creation of the
following mode
5.2.1.1 Pathways
Let's now explore the intricacies of this model by delving into the specific themes that
explain the pathways.
a. Supportive Environment:
A supportive environment in parenting refers to creating an atmosphere where
individuals feel emotionally secure, accepted, and valued. It involves providing love,
encouragement, and understanding, fostering an environment that promotes well-being and
healthy emotional development. It involves 3 subthemes: 1) Parents maintain an easy going
demeanour 2) Unconditional Parental support and trust 3) Open communication
1) Easy-Going parent child relationship:
An easy-going parent-child relationship is marked by a relaxed demeanor, warmth,
and flexibility. It encourages open expression without harsh judgment, creating a positive and
supportive environment for mutual understanding and communication within the family. An
easy-going parent-child relationship is characterized by a relaxed and approachable
demeanour of parents, fostering an atmosphere of warmth, flexibility, and comfort. In such
relationships, interactions are free from harsh judgment or unnecessary pressure, allowing
children to express themselves openly without fear. Participant 7 reflected on her parents,
stating, “ते मला माझे पेरेंट्स नाही माझे फ्रेंड्स वाटतात त्यांनी मला लहानपणापासन
ू माहित नाही
का खप
ू जास्त मला लाड करतात जरी मला छोटा भाऊ असला तरी माझी जास्त काळजी करतात
काय विचारतात मला काय कसं दिवसाचं वगैरे मळ

ु े मला असे वाटते की मी माझ्या फ्रेंड सोबत नाही
तर फ्रेंड्स सोबत बोलते”.” highlighting the parental role akin to friends and the immense
support and care provided.
Participant 9 echoed this sentiment, emphasizing the relationship's independence and
freedom, expressing, “it's more like an independent free way of the whole relationship, so
whatever I will need I have to put it out and they listen to it if they understand and if they feel
like that it makes sense then they support me, like they will they will have their own
judgments and their understanding so they put it out in their manner and we just like balance
it out with each other on how things are working out for us” This underscores the open
communication and mutual understanding within the family, creating a positive and
supportive environment.
2) Unconditional Parental Support and Trust:
Unconditional parental support and trust involve parents providing unwavering
encouragement and belief in their child's abilities and potential. It signifies a consistent
demonstration of trust in the child's decision-making and capabilities, fostering a sense of
security and confidence.
Unconditional parental support and trust are vividly illustrated by the experiences
shared by participants. Participant 8 emphasizes the supportive nature of his parents,
expressing, “दोन्ही पण पेरेंट्स कसे आहे त की, तल

ु ा जे करायचे इच्छा आहे ते तु कर,
लहानपणापासन
ू पहिल्यापासन
ू तसाच सांगितलं आहे आणि त्यांचा प्रत्येक गोष्टीमध्ये पर्ण
ू सपोर्ट
असतो की तझ
ु ं करत असशील ते ठीक असेल”. Similarly, Participant 10 expresses profound
gratitude, stating, "My parents are my biggest supporters." Furthermore, Participant 7
recounts a specific incident related to academic challenges, highlighting the unconditional
support received, “मला गणितामध्ये शंभर पैकी फक्त सहा मार्क मिळाले तरीही मम्मी पप्पा
एकदम नॉर्मल होते माझ्या टीचर ने सांगितलं म्हणजे गणिताच्या सरांनी विचारलं तर तेव्हा आई
म्हणाली की ठीक आहे ती आजारी होतीकाही प्रॉब्लेम नाही तेव्हा सरही असे होते की मी पहिल्यांदा असे
आई-वडी पाहतो आहे जे एवढे काही मार्क मिळाल्यावरही इतके रिलॅ क्स आणि हसत आहे त. छान होते
मम्मी पप्पा आणि त्यांनी मला खप

ू सपोर्ट केला.” These narratives collectively underscore the
unwavering encouragement, trust, and normalcy provided by parents, fostering an
environment where the individuals feel supported in their pursuits.
3) Open Communication:
Open communication in parenting involves fostering an environment where there is free
and transparent exchange of thoughts, feelings, and ideas between parents and children. It
includes active listening, validation of emotions, and creating a space where children feel
comfortable expressing themselves without fear of judgement or reprisal.
The theme of open communication within the family is eloquently portrayed through
the participants' experiences. Participant 6 shares, "it's normal only, they communicate well
by sitting together, talking in a calm way. It's not, that in anger way or anything. It's like a
conversation." This highlights the regular and calm communication style, emphasizing a
conversation-based approach.
Participant 8 reflects on the openness in communication, stating, "वडिलांसोबत
डिस्कस करतो पण जास्त कनेक्शन आईशी आहे जे पण गोष्टी असतात ते मी आईशी जास्त
ओपनली बोलतो." This emphasizes the deeper connection and the ability to openly express
thoughts and concerns with both parents. Together, these quotes underscore the prevalent
theme of open and comfortable communication within the family.
b. Positive Parental Response to Failure and Mistakes:
Positive parental response to failure and mistakes involves parents reacting
constructively when their children face setbacks. It includes providing encouragement,
offering guidance, and reframing failures as opportunities for learning and personal growth
rather than as sources of criticism or punishment. It involves 4 subthemes: 1) There is always
a next time (parents) 2) Cultivate resilience through normalizing mistakes 3) Address
misguided decisions due to fear of failure.
1) There is always a next time attitude (parents):
The attitude of "There is always a next time" among parents signifies a mindset that
fosters resilience and embraces the opportunities for growth presented by failures. This
sentiment is eloquently captured by Participant 8, who expresses that the response to

adversity is an acknowledgment that "अपयश आलं की त्यांची प्रतिक्रिया हीच असते की ठीक आहे
पढ
ु च्या वेळेस बघ,ू " emphasizing the notion that the reaction to failure is a confirmation that
things will be better in the future.
Participant 6 echoes this sentiment, emphasizing the family perspective, stating, “I
feel for my family, okay to fail. Like, you know, it's not the end of the world. You can always
try again. You know, you can, you know, you can do it on a different way.” Here, the
participant highlights the familial acceptance of failure, underscoring the idea that setbacks
are not permanent and that there are multiple avenues for future attempts. Together, these
perspectives weave a narrative of resilience, emphasizing the importance of viewing failures
as stepping stones towards eventual success.
2) Normalising failures & mistakes for children:
Normalizing failures and mistakes for children involves fostering an environment
where errors, setbacks, and failures are recognized as intrinsic components of the learning
journey. The objective is to cultivate a mindset that perceives mistakes not as enduring
failures but as opportunities for growth, resilience, and improvement. This approach equips
children with the capacity to rebound from challenges.
Participant 10 shares an experience, portraying their parents as guiding figures in
moments of error. She expresses, "Like, I mean, weirdly, whenever I make a mistake, my
parents are always a Buddha. They will first make me understand it is okay to commit
mistakes and they will make me understand the reasons that because of this I committed that
mistake and they will help me analyse what I did that resulted in the mistake and what I can
do after the mistake to compensate for the further mistakes." This reflection illustrates a
supportive parental response, emphasizing understanding, analysis, and the constructive
process of learning from mistakes.

Similarly, Participant 9 underscores the significance of parental support in the face of
academic setbacks, stating, “So, for my mom, when I got my KT in the exam I was like that I
am not meant for this field or something, and then she was like it's just a failure, part of life.
You cannot give up easily.” Here, the participant highlights a mother's encouragement to
persevere through failures, reinforcing the idea that setbacks are temporary and should be
viewed as integral to the broader journey of life and learning. Together, these perspectives
weave a narrative that underscores the importance of parental guidance in instilling resilience
and a positive attitude toward mistakes in children.
3) Address misguided decisions due to fear of failure:
"Address misguided decisions due to fear of failure" involves parents acknowledging
and helping their children navigate decisions influenced by the fear of failure. It includes
open communication, understanding the underlying fears, and guiding them towards making
decisions based on growth rather than avoidance. Participant 9 shares an instance where her
mother stopped her from making a huge mistake in weak moment.“So when i got my KT and
thought about changing my field because i felt that i was not good enough of the field, She
was like, how can you even consider to give up just because you failed. Oh, it gets triggered
her to the point that she was like, see, you can do what you want to do, but that does not mean
that you are just going to give up because you failed.”
On a similar note, Participant 7 narrates a personal experience related to academic
setbacks, expressing, “बारावीला असताना माझ्या कॅन्सरचं खप

ू च सिरीयस झाला होता खप
ू किमो
आणि हे चालू होते तेव्हा मला बारावीत कमी मार्क पडले 86 पडले आणि तेव्हा मला जे पाहिजे होतं ते
कॉलेज मला नाही मिळालं आणि त्यामळ

ु े मला आर्कि टे क बनायचं स्वप्न राहून गेलं तिकडे असं होतं
की तम्
ु हाला जास्त मार्क मिळाले तर तम्
ु हाला स्कॉलरशिप मिळून जाते पण मला 86% मिळाले
त्यामळ
ु े माझी स्कॉलरशिप राहून गेली आणि मला माझ्या आई-वडिलांचे पैसे वाया नव्हते घालवायचे
म्हणन
ू मी या कॉलेजला ऍडमिशन घेतलं तेव्हा माझे बाबा माझ्याशी एक महिना बोलत नव्हते त्यांचा
असं म्हणणं होतं की तझ

ु ं स्वप्न होतं ते पर्ण
ू करायचं होतं आपल्याला काही पैशाची अडचण नव्हती तर
मग तु असं का केलं तझ
ु ं लहानपणापासन
ू बोलते आहे स की तल
ु ा आर्कि टे क्चर करायचं तर मग तू ते
का आणि तिकडे का नाही गेलीस आणि पैशाचा काय बघायचं त्याच्यात नाही घेतलं तिकडे ऍडमिशन
आणि इकडे आले तेव्हा ते एक दोन महिने माझ्याशी बोलले नव्हते. So generally, मी कशी वागली
तरी त्यांना चालतं मी कधीतरी चक

ु ीची वागत असेल तर मला समजावण्याचा प्रयत्न करतात आणि
मी नाही समजन
ू घेतलं तर ते ओरडतात कारण मी जर हट्ट करत असेल मग त्यांना थोडा राग करावा
लागतो कारण मला समजत नाही.” These narratives collectively underline the crucial role of
parents in addressing and redirecting decisions influenced by the fear of failure, fostering
resilience and a positive mindset in their children.
c. Effort and Growth Orientation:
Effort and growth orientation in parenting emphasize valuing the process of learning
and personal development. Parents encourage their children to embrace challenges, put in
effort, and view mistakes as stepping stones to growth and improvement. This orientation
fosters a mindset of continuous learning and resilience. It involves 2 subthemes: 1)
Emphasise the importance of effort 2) Keeping children grounded in the face of success 3)
Success and Failure Equal
1) Parental Emphasise Effort:
Fostering resilience requires instilling a mindset that values effort over outcomes.
Parents play a crucial role in emphasizing the importance of diligence, persistence, and
continuous learning, highlighting success as a product of unwavering dedication.
Acknowledging and celebrating efforts, regardless of final outcomes, significantly
contributes to cultivating a positive and determined mindset.
Participant 7 articulates a perspective aligning with this ethos, conveying that the act
of trying is paramount, regardless of the outcome, stating, “त्यांना असं वाटतं की मी ट्राय करावं
काय करूनही जर मी फेल होते तर ठीक आहे त्याबद्दल काहीच नाही वाटत पण मी जर ट्राय नाही
केलं तर त्यांना वाईट वाटतं मला ते पश

ु करतात की तू हे ऍटलिस्ट ट्राय कर ना जमेल तर जमेल
आपल्याला काही यात बेस्ट नाही व्हायचं हे झाला अपयशाचं.” Participant 8 reinforces the
importance of effort by asserting that, for them, the magnitude of results is secondary, and the
crux lies in the diligent process of endeavor, stating, “त्यांच्यासाठी जर मी काम करतोय तर
रिझल्ट एवढे मॅटर नाही करत. सगळा खेळ प्रयत्नाचा आहे . तम्
ु ही किती प्रयत्न केला आहे त्याच्यावर
आहे .”
These insights collectively underscore the significance of fostering a mindset valuing
the process of exertion and commitment, irrespective of immediate outcomes.
2) Keeping children grounded in the face of success
"Keeping children grounded in the face of success" means ensuring that despite
achievements, children maintain humility, gratitude, and a realistic perspective. It involves
instilling values to prevent them from becoming overly prideful, fostering well-rounded
individuals who appreciate success while staying grounded.
"Ensuring that children maintain humility, gratitude, and a realistic perspective
despite their achievements is a crucial aspect of their upbringing. Participant 8 articulates this
by highlighting the significance of appreciating success without letting it overshadow the
importance of continuous self-improvement. He quotes, “आतापर्यंत जर काही जिंकलो तर ते
कौतक
ु करतात अप्रिशिएट करतात, पण फार दिवस ते धरून ठे वत नाही की याने काहीतरी केलं याने
काहीतरी स्पेशल केलं ही.”
Participant 7 echoes this sentiment, while she recalls what her parents say when she
succeeds in something, “But remember to, to be on the grounded. It's like being on the
ground, as in, thank God for it and have gratitude.” underscore the importance of
maintaining a balanced perspective and expressing gratitude for success. These insights
collectively emphasize the need to instill values that prevent children from becoming overly
prideful, cultivating individuals who appreciate success while remaining grounded and
focused on continuous self-improvement.
3) Success and Failure Equal:
The principle of "Success and Failure Equal" underscores the idea that success and
failure are not inherently good or bad but rather two sides of the same coin in the journey of
personal and intellectual development. This perspective challenges the notion that success
should be celebrated while failure should be condemned. Instead, it encourages individuals,
including children, to recognize that both outcomes are valuable components of life.
Participant 8 expresses his attitude towards failure and success, emphasizing the equal
importance of both in the eyes of his parents. He states, “माझ्या parents साठी success and
failure या दोन्हीचं महत्त्व सेम आहे त्यामळ

ु े आपल्याला चक
ु ी करण्याची जास्त संधी आहे . त्यामळ
ु े
त्यांच्यासाठी चक
ु ी केली तरीही ठीक आहे आणि सक्सेस आलं तरीही ठीक आहे . त्यांना वाटतं की
failure आणि success equal आहे एका व्यक्तीला घडवण्यामध्ये.”
Participant 6 complements this perspective by sharing how her parents react to
success and failure, highlighting a balanced and supportive approach. She notes, “So if I
succeed, they'll be very happy and let me celebrate and stuff. And if I fail, they'll actually
celebrate only. They don't like, they'll be like, it's okay. At least you tried. I think they react
pretty similarly to my success and failure. We celebrated both. It's still like it doesn't. It
doesn't. Failure is not that big of a thing in my house.” This holistic view fosters an
environment where both success and failure are embraced as integral parts of the individual's
growth journey.
5.2.2.2 Consequences
The subsequent phase of the model delves into the consequences stemming from the
identified pathways within the thematic analysis of authoritative parenting. Two overarching
themes emerge to elucidate the profound impact of this parenting style on individuals. The
identified themes encompass growth and learning mindset and resilience and confidence
building. Let's delve into a comprehensive exploration of these themes to gain a nuanced
understanding of their implications.
a. "Growth and Learning Mindset"
A "Growth and Learning Mindset" refers to a set of attitudes and beliefs that
individuals adopt to approach challenges, setbacks, and learning opportunities in a positive
and constructive manner. This mindset is characterized by a focus on continuous
development, resilience, and the understanding that abilities and intelligence can be
cultivated through effort and learning. This theme include 3 sub themes - 1)Practical outlook
towards failure (child) 2) Living up to the parents' belief/trust 3)Failure as a learning
opportunity.
1) Practical Outlook Towards Failure (Child):
This concept entails instilling in a child the perspective that success and failure are
part of a continuous learning process. It involves teaching them to approach both success and
failure with a balanced and pragmatic mindset. Emphasizing that failures are not permanent
setbacks but rather opportunities for growth and improvement, this outlook encourages
children to view their experiences holistically.
Participant 9 reflects this perspective, stating “When I fail, the evaluation starts. How
can I be better?”Similarly, Participant 8 shares a mindset that, when encountering failure,
prompts reflection on the effort invested and the determination to overcome challenges.“fail
होतो तेव्हा असं वाटतं असे विचार येतात की आपण अजन

ू मेहनत करायला हवी पण काही
परिस्थितीमळ
ु े ते होऊ शकलं नाही तर त्यानंतर माझ्या डोक्यामध्ये विचार येतो की आपण आपल्या
शंभर टक्के दिलेले आहे त कारण आपण सगळं काही सोडून फक्त तेच नाही करू शकत बाकीच्या
गोष्टी पण आहे त आणि त्या गोष्टींना दोन्ही गोष्टींना सोबत घेऊन आपल्याला पढ
ु े जायचं and या
पॉईंटला मी माझ्या हातात काय आहे आणि मी काय करू शकतो याच्यावर माझा पर्ण
ू फोकस असतो
तेवढे च.”
Participant 6 echoes this sentiment, expressing that her immediate reaction to failure is to
contemplate how to work harder and emerge stronger. She quotes,“ When I fail my first
reaction is, now how do I, you know, work harder so I can come out of the failure.” These
quotes collectively illustrate a holistic approach that encourages children to learn and grow
from both successes and setbacks.
2) Living up to the parents' belief/trust:
"Living up to the parents' belief/trust" means to act in a way that aligns with and
justifies the confidence and expectations that parents have placed in you. It involves making
choices and behaving in a manner that reflects positively on the trust they have in your
character and capabilities. Participant 8 reflects this theme through, “कारण तसं पाहायला गेलं
तर हा सगळा खेळ विश्वासाचा आहे आतापर्यंत त्यांनी (parents) ज्या गोष्टी शिकवल्या, करू दिल्या.
की ही भीती राहणारच की ती जेवढा विश्वासाने त्यांनी आपल्याला दिलं. ही त्यांच्या बाजन

ू े भीती
नाही आहे पण हे आपल्या माझ्या आहे आतन

ू जी भीती वाटते आपल्या बाजन
ू े स्वतःहून ती जेवढा
विश्वास आहे जेवढे प्रयत्न त्यांनी केले होते जेवढी मेहनत त्यांनी आपल्याला इथपर्यंत आणण्यासाठी
केली आहे तरी या गोष्टी जर नाही झाल्या तर आपण त्यांना निराश तर करत नाही आहोत ना ही जी
भीती आहे ती नेहमीच राहणार आहे . याचा परिणाम माझ्या ॲक्शन वर असा पडतो की आपल्या
कामापासन ू जर डिस्ट्रक्ट झालो किंवा भरकटलो आतापर्यंत कधी झालं नाही

ू आपल्या गोल पासन
ना पण इनकेs कधी झालं तर ही भीती पॉझिटिव्ह रित्या मला मार्गावर आणण्याचा काम करतो.”
Particiapnt 6 reflects similar sentiments, stating "I fear disappointing my parents and
not beating my own expectations. If I do fail, I feel guilt and regret. Because I feel that I was
not able to reciprocate the trust they showed in me. I just want to make my parents proud."
Participant 10 added to this notion further stating,“Living upto the expectations of my
parents. Oh, it would be that I would not want to fail them.” Together, these reflections
underscore the deep emotional connection and responsibility individuals feel in maintaining
parental trust and meeting expectations, ultimately aiming to make their parents proud.
3) Failure as a Learning Opportunity:
Viewing failure as a learning opportunity involves reframing the narrative around
setbacks. It encourages children to see failures not as negative judgments of their abilities but
as chances to acquire new insights and skills. This approach promotes a growth mindset,
where challenges are seen as stepping stones toward improvement.
The individual articulates a resilient perspective on failure, viewing it as a valuable
learning opportunity rather than a definitive endpoint. Participant 8 articulates, “failure
म्हणजे आपली जशी एक्झाम असते त्याच्यामध्ये फेल होणं हे society च्या दृष्टीने एक failure पण
माझ्या माझ्या मते जर मला मी तिकडे improve होत असेल तर माझ्यासाठी ते failure नाहीये. जर
मी घेतोय मेहनत करतो आहे आणि त्याच्या नंतरही जर रिझल्ट नाही आले तर तर त्या एफर्ट मध्ये
ज्यावेळी चक
ु ा केल्यात त्या जर सध
ु ारत नाही तर ते माझ्यासाठी अपयश आहे . So for me failure is
more line a learning opportunity as it gives me scope for improvement.” This highlights the
importance of active engagement and the willingness to learn from failures.
Participant 9 further deepens this stating, “ failure, It is for me it is a setback plus a
realisation that the things might, the thing that I have done might be, I might have to use
some other pattern or something different, a process needs to be different to get something.”
The individual acknowledges that a different approach or process may be necessary for
success, showcasing a keen awareness of the need for adaptability and continuous
improvement. Together, these quotes weave a narrative that underscores the transformative
nature of setbacks, portraying them as pivotal moments for reflection, learning, and the
evolution of strategies towards achieving goals.
b. Resilience and Confidence Building:

Resilience and confidence building involve fostering a child's ability to bounce back
from adversity and setbacks. Parents support the development of resilience by instilling
confidence, teaching problem-solving skills, and nurturing a positive self-image. This
contributes to a sense of inner strength and adaptability. This theme include 3 sub themes -
1) Initial fear transitions to confidence 2) There is always a next time 3) Family safety net
enhances risk-taking.
1) Initial fear transitions to confidence:
This phrase refers to the transformative process where in an individual experiences an
initial sense of fear or apprehension, but over time, as they confront and overcome
challenges, they gradually build confidence. It encapsulates the journey of overcoming fears
and gaining self-assurance through experience and personal growth. Participant 8 articulates
this progression by highlighting the realization that efforts invested, despite initial setbacks,
hold enduring value. He express, “जेव्हाही अपयश येत तेव्हा सरु

ु वातीचा हा विचार असतो की
आपण जेवढी मेहनत केली वाया गेली. पण एक ठराविक काळ गेल्यानंतर हे जाणवतं की आपण
केलेली मेहनत ती वाया नाही गेली आहे ती कुठे ना कुठे तरी उपयोगी होते."
Participant 10 echoes this sentiment, illustrating how the fear of failure becomes a
catalyst for personal strength and heightened motivation. She conveyed, "My fear of failure
has helped me to become a stronger person. I am more motivated to succeed because of my
fear of failure." Furthermore, Participant 6 contributes to the narrative by expressing
discomfort in the face of failure but recognizing it as a challenge that propels them to strive
for more. They state, "Failure makes me feel uncomfortable, but it kind of challenges me to
do more." Together, these perspectives delineate a coherent progression from initial fear to a
mindset that views challenges as opportunities for growth, ultimately fostering confidence
and resilience.
2) There is always a next time mindset:

This statement embodies a resilient mindset that sees setbacks or failures not as
permanent conclusions, but as opportunities for learning and improvement. It encourages
individuals to view challenges with optimism, understanding that even if they encounter
failure initially, there will be future opportunities to try again and achieve success. Participant
8 emphasizes the idea that the knowledge and experience gained from previous endeavors
serve as a foundation for future attempts. He expressed, “तेव्हा हे च की आपण आपल्या शंभर
टक्के दिलेले आहे आणि मागच्या वेळेस जे गोष्टी कव्हर नाही झाल्या त्या आपण पढ
ु च्या वेळेस
करू.”
Participant 6 mirrors this sentiment by expressing a positive outlook toward
challenges. She conveyed a sense of determination and motivation, stating, "At that time, I
just felt like, okay, I can do it. I will do it. It's okay if it doesn't happen right now. Try again. I
actually get motivated if I fail after you work hard. You can always try again. You know, you
can, you know, you can do it in a different way."
Participant 9 contributes to the narrative by expressing a similar optimism about
future attempts, conveying, "Even though I might not be able to do it now, but I will be able
to do it next time." Together, these perspectives create a coherent flow that emphasizes the
resilience to view failures as stepping stones to future success, fostering a mindset of
continual improvement and perseverance.
3) Family safety net enhances risk-taking:
This concept underscores the significance of a supportive and secure family
environment in fostering individuals' confidence to take risks. Participant 8 emphasizes that
the ability to take risks is closely tied to the freedom and support provided by family. The
extensive support from their parents serves as a substantial foundation, instilling the
self-assurance needed to confront challenges and reduce the fear of failure. He expressed,
“रिस्क रिस्क घेणे ही जी अबिलिटी आहे ना ती तेवढाच फ्रीडम आणि तेवढाच सपोर्ट असल्यामळ
ु े येत.े
त्यामळ
ु े अपयशाला सामोर जाण्याचा जो आत्मविश्वास असतो तो येतो. कारण त्याच्यामध्ये माझ्या
आई-वडिलांचा खप
ू मोठा आधार आहे त्यांच्या या आधारामळ
ु े मला असं वाटतं की ठीक आहे , करता
येईल, त्यामळ
ु े त्या गोष्टीबद्दलची भीती कमी झाली आहे .”
Participant 7 further accentuates the positive impact of a supportive response,
indicating that the encouragement and positive support received from family empower them
to strive for success even in the face of potential failures. She states, “नाही कदाचित जर त्यांनी
एवढ्या पॉझिटिव्हली रिस्पॉन्स केलं नसतं तर मला नाही वाटत मी एवढी स्ट्रॉगं होऊ शकली असती
जर त्यांनी मला तेवढे पॉझिटिव्ह रिस्पॉन्स केलं नसतं तर मी अजन

ू च जास्त फेल झाली असती."
Participant 9 succinctly encapsulates this sense of security by expressing, “I feel that there is
a safety net if I fall.” Together, these perspectives highlight the vital role of familial support
in creating an environment that not only mitigates the fear of negative consequences but also
fosters a culture of risk-taking and innovation.
In summary, our analysis of authoritative parenting reveals three key pathways – a
supportive environment, positive responses to failure, and a focus on efforts and growth.
These contribute to the development of a growth mindset and resilience in young adults. Our
model emphasizes the crucial role of authoritative parenting in mitigating fear of failure,
highlighting its impact on fostering a mindset of learning and adaptability.

CHAPTER 6
CONCLUSION
6.1 Summary of Findings
In conclusion, our mixed-model study reveals a significant relationship between
parenting styles and young adults' fear of failure. Authoritarian parenting, characterized by a
lack of support, unrealistic expectations, and negative comparisons, contributes to a negative
perception of failure and diminished self-worth. In contrast, authoritative parenting,
emphasizing a supportive environment, positive responses to failure, and a focus on efforts
and growth, fosters a positive mindset and resilience.
These findings highlight the crucial role of parenting styles in shaping attitudes
toward failure. Authoritarian parenting appears to heighten fear of failure, while authoritative
parenting encourages a more positive and adaptive response. The study prompts further
exploration into the underlying reasons for these relationships, providing valuable insights for
parents, educators, and mental health professionals working with young adults.
6.2 Implications and Future Directions
These findings hold significant implications for parents, educators, and mental health
professionals involved in the development of young adults. Understanding the impact of
parenting styles on fear of failure can inform interventions aimed at fostering resilience and a
positive mindset.
Future research could delve deeper into the specific mechanisms through which
parenting styles influence the cognitive and emotional processes associated with fear of
failure. Additionally, exploring cultural variations in the relationship between parenting styles
and fear of failure could provide a more nuanced understanding of these dynamics.
In conclusion, this mixed-methods study contributes valuable insights into the
developmental origins of young adults' fear of failure, shedding light on the pivotal role of
parenting styles. The acceptance of all alternative hypotheses reinforces the importance of
considering the nuanced interplay between parenting practices and psychological outcomes in
the transition to adulthood.
6.3 Limitations
Our study on parenting styles and fear of failure in young adults has limitations to
consider. Generalizing findings beyond our specific demographic may be influenced by
cultural and socioeconomic variations. Self-reported data introduces potential social
desirability bias, and the cross-sectional design limits establishing causation. The study
focuses on young adults' perspectives, neglecting parental viewpoints, and the dichotomous
approach oversimplifies the multifaceted nature of parenting styles. Despite these constraints,
our research offers valuable insights, urging further exploration into the intricate dynamics of
parenting styles and their impact on psychological development.

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APPENDICES
Appendix 1:
The Performance Failure Appraisal Inventory (Long-Form, 25 Items)
_____ 1. When I am failing, it is often because I am not smart enough to perform
successfully.
_____ 2. When I am failing, my future seems uncertain.
_____ 3. When I am failing, it upsets important others.
_____ 4. When I am failing, I blame my lack of talent.
_____ 5. When I am failing, I believe that my future plans will change.
_____ 6. When I am failing, I expect to be criticized by important others.
_____ 7. When I am failing, I am afraid that I might not have enough talent.
_____ 8. When I am failing, it upsets my “plan” for the future.
_____ 9. When I am failing, I lose the trust of people who are important to me.
_____ 10. When I am not succeeding, I am less valuable than when I succeed.
_____ 11. When I am not succeeding, people are less interested in me.
_____ 12. When I am failing, I am not worried about it affecting my future plans.
_____ 13. When I am not succeeding, people seem to want to help me less.
_____ 14. When I am failing, important others are not happy.
_____ 15. When I am not succeeding, I get down on myself easily.
_____ 16. When I am failing, I hate the fact that I am not in control of the outcome.
_____ 17. When I am not succeeding, people tend to leave me alone.
_____ 18. When I am failing, it is embarrassing if others are there to see it.
_____ 19. When I am failing, important others are disappointed.
_____ 20. When I am failing, I believe that everybody knows I am failing.

_____ 21. When I am not succeeding, some people are not interested in me anymore.
_____ 22. When I am failing, I believe that my doubters feel that they were right about me.
_____ 23. When I am not succeeding, my value decreases for some people.
_____ 24. When I am failing, I worry about what others think about me.
_____ 25. When I am failing, I worry that others may think I am not trying.
Appendix 2:
Perceived Parenting Styles Scale (PPSS)
1. Capable of making me understand about “Right” and “Wrong”.
2. View everything with a critical mind.
3. Never find time for me to help during difficult situations.
4. Congratulate me when I pass the exams.
5. I am compared with other friends / classmates.
6. Never help me in doing day-to-day activities on time.
7. My suggestions and ideas are considered.
8. Insult and beat me in front of others.
9. No directions are given while doing things.
10. I have freedom to discuss about anything.
11. I often feel that I am being rejected for affection.
12. No inquiries are made for the decisions taken by me.
13. During the crisis situation they inquire about it.
14. Blame me even for minor things/issues.
15. Never provide an atmosphere for my studies.
16. I get love and care from parents.
17. Behave to me in a strict manner.
18. Never do anything to satisfy my needs.
19. Being pursued for taking my own decisions.
20. Being scolded for not coming up to their expectations.
21. Fail to inquire about the disturbances and suggest remedial measures.
22. My opinions are considered in all important decisions related to home.
23. Blame me for not doing things properly.

24. No effort is made to know about the progress of my studies.
25. Provide guidance in studies and suggest ways for character formation.
26. Being scolded without knowing the reasons for late from the College.
27. No inquiries are made about my likes and interests.
28. At free time they spent time with me.
29. There is control over each of my activities.
30. They will not inquire about my abilities and goals.

Appendix 3
Interview questions
1. Tell me about your relationship with your parents and how it has changed as you've grown
up. Nature, comfort, conversations etc.
2. Do your parents understand your personal challenges? How do they usually respond to them?
3. How do you personally define "failure," and what aspects of it create the most fear or anxiety
for you?
4. What emotions, thoughts, or self-talk typically arise when you're faced with the possibility of
failure, and how do they affect your confidence and actions?
5. And when you actually fail, what do you feel about yourself
6. "Tell me about the first time you failed at something. How did it make you feel, and what
were your main worries at that moment?"
7. In what specific areas of your life do you feel the fear of failure most intensely, and how has
it influenced your choices and decision-making?
8. What do you believe contributes to your fear of failure?
9. How do you think your parents believe success and failure are defined? Do they have specific
expectations?
10. Are there any specific ways in which your parents communicate their expectations or
reactions to your successes and failures?
11. How do your parents typically respond when you make mistakes, and how do their reactions
affect you?
12. Can you recall any specific instances where your parents' reactions or views influenced your
feelings about failure, success, and left a lasting impact on you?
13. How do your parents' responses to failure differ from their responses to success, and how
does this impact your emotional experience?

14. How did your parents' reactions to your failures make you feel about yourself and your
abilities when you were growing up?
15. Do you think your parents' reactions to your past failures have affected how you approach
challenges today? Could you provide examples?
16. What is your perception of your parents' attitudes towards success and failure? Do you feel
they have any specific expectations in this regard?
17. Are there certain situations in which you are afraid of disappointing your parents due to
failure? How does this fear affect your actions?
18. How do you handle disagreements or conflicts with your parents, and how does it affect your
relationship with them?
19. Can you recall any specific instances where your fear of failure impacted your academic or
career choices, and how did your parents' reactions play a role in these decisions?
20. How do you envision your life without the fear of failure, and what changes do you
anticipate?
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Understanding The Developmental Origins of Young Adults' Fear of Failure - The Role of Parenting Styles

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RAYAT SHIKSHAN SANSTHA'S

KARMAVEER BHAURAO PATIL COLLEGE, VASHI

"UNDERSTANDING THE DEVELOPMENTAL ORIGINS OF YOUNG

Under the Guidance of

Research Guide Head,

Undertaking for Dissertation

I, Tejaswi Shetkar, Roll No. PG-231320 of M.A. Clinical Psychology hereby

Name and Signature of the Student

Signature of the Mentor Head of the Department

I wish to express my sincere gratitude to Dr. Pravin Baviskar providing me an

Background: Young adulthood is a crucial period marked by exploration, decision-making,

well-being, motivation, and life choices.

aiming to understand its origins and impact on young adults' lives.

criteria of authoritative and authoritarian parenting styles.

authoritative parenting, a moderate positive correlation with authoritarian parenting, and a

authoritarian parenting, characterised by unsupportive attitudes, unrealistic expectations, and

negative comparisons, is linked to a negative view of failure and reduced self-worth.

Conversely, authoritative parenting, emphasizing support, positive responses to failure, and a

focus on effort and growth, promotes a positive mindset and resilience.

parenting encourages a more positive and adaptive response.

Keywords: young adults, parenting styles, fear of failure, authoritative parenting,

authoritarian parenting, permissive parenting, mixed-methods.

CHAPTER 2 - LITERATURE REVIEW 5

2.1 Authoritative Parenting and Fear of Failure 5

2.2 Authoritarian Parenting and Fear of Failure 6

2.3 Permissive Parenting and Fear of Failure 7

2.4 Fear of Failure 8

2.5 Research Gap 8

2.6 Research Questions 9

CHAPTER 3 - RESEARCH METHODOLOGY 11

3.1 Research Design 11

3.3 Operational Definitions 11

3.4 Quantitative Phase 12

b. Performance Failure Appraisal Inventory (PFAI) 12

c. The Perceived Parenting Style Scale 12

3.4.5 Data Analysis 14

3.5 Qualitative Phase 14

3.5.2 Ethical Considerations 14

3.5.4 Data Analysis 15

3.5.5 Integration of Data 16

3.5.6 Ethical Considerations 16

4.1 Quantitative Analysis 17

4.1.1 Descriptive Statistics 17

4.1.2 Pearson Correlation 18

4.2 Qualitative Analysis 20

5.1 Quantitative analysis 22

5.2 Qualitative analysis 24

5.2.1 Authoritarian Parenting Style and Fear of Failure 24

a. Lack of Parental Support 25

b. Unrealistic Expectations & Negative Comparisons 26

a. Belief in Detrimental Nature of Failure 31

b. Failure Undermines Self-Worth 34

5.2.2 Authoritative Parenting Style and Fear of Failure 39

b. Positive Parental Response to Failure and Mistakes 42

c. Effort and Growth Orientation 45

a. Growth and Learning Mindset 48

b. Resilience and Confidence Building 50

6.1 Summary of Findings 54

6.2 Implications & Future Directions 54

Appendix 1: The Performance Failure Appraisal Inventory 60

Appendix 2: Perceived Parenting Styles Scale (PPSS) 62

Appendix 3: Qualitative Interview Questions 64

Table 1: Descriptive Statistics 17