ABSTRACT
Much of Carolyn Jackson research has focused on gender and motivation in UK education, especially in relation to fears of failure. Achievement-goal theory has identified two main types of goals: Learning goals and performance goals. Both performance-approach and performance-avoid goals are associated with a fear of failure. There are four key defensive strategies that the author explores in his work: procrastination; intentional withdrawal of effort and a rejection of academic work; avoiding the appearance of working and promoting the appearance of effortless achievement, and; disruptive behaviour. Intentional withdrawal of effort and rejection of academic work are inextricably linked as self-worth protection strategies. Students' personal goals are related to, and influenced by, the goals emphasized or encouraged by the learning context; the latter are referred to as 'goal structures'. A classroom climate is likely to convey a performance-goal structure and may prompt fears of failure and avoidance motives among many students.
