Inculcating the capacity to adapt successfully to failures is essential for talent development in science, technology, engineering, and mathematics (STEM) fields. Despite its importance, this capacity to learn from failure is among the least understood processes in the field of talent development. This study aims to investigate how students conceptualize and react to failures and whether there is a correlation between students' conceptualizations of failure, emotional reactions to it, and academic performance. We invited 150 high-achieving high school students to share, interpret, and label their most memorable struggles in their STEM classes. Most of their struggles focused on the learning process itself, such as poor understanding of the subject matter, insufficient motivation or effort, or adopting ineffective learning strategies. Poor performance outcomes, such as poor test scores and bad grades, were not mentioned as frequently as the learning process. Students who labeled their struggle experiences as failures tended to focus more on performance outcomes, whereas students who labeled their struggle experiences as neither failures nor successes focused more on the learning process. Higher-achieving students were also less likely to label their struggles as failures than less-high achievers. Implications for classroom instruction are discussed with a particular focus on talent development in STEM fields.
Keywords: learning from failure; psychology of failure; talent development in STEM.
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