إدراك الدعم الاجتماعي للمعلم كمتغير معدل للعلاقة بين الخوف من الفشل والتحصيل الدراسي : دراسة في ضوء نموذج حماية المخرجات الأكاديمية
This study aimed at investigating the relationship between fear of failure and academic achievement, and whether the perception of teacher social support was a moderator of this relationship in the light of the model of buffering academic outcomes. The sample of the study included 170 sixth graders (90 males and 80 females) distributed over four schools in the main cities of two districts in Minia governorate. The Arabic version of the children fear of failure scale and the perceived teacher social support scale were administered to the sample of the study. Results showed that fear of failure was a negative predictor of academic achievement, whereas the perception of teacher social support was a positive predictor, and that the perception of teacher social support was a moderator of the relationship between fear of failure and academic achievement. The interaction effect via moderation analysis showed that the perception of teacher social support was a buffering factor of academic achievement against the negative effect of fear of failure. (Published abstract)