Preliminary Findings on Undergraduate Engineering Students’ Perceptions of Failure and How to Decrease its Stigma

Abstract

This exploratory study addresses the gap in engineering education research regarding the complex interplay of psychological, contextual, and demographic factors influencing students' perceptions of failure. Analyzing survey data (n=232) from a Canadian university using mixed methods, we examined students' fears, framings, and associations to failure, and strategies for stigma reduction.  Results identify societal pressure as a primary source of fear. While students generally framed failure as ""wrong-doing,"" men were more likely than women to recognize it as a learning opportunity. Women reported stronger negative emotional reactions and impacts on self-identity, whereas men focused on external consequences. To reduce stigma, students suggested reforming instructional practices and institutional policies alongside  cultural change through discussion and normalized representations of failure. These insights can inform interventions to foster a healthier culture around failure.