phenomenon among undergraduates. These are intensely linked with academic performance, engagement, and overall student outcomes. Evidently, the extant body

of empirical research has witnessed considerable growth, yet the existing literature, including

the flagship academic studies, continues to be anecdotal. This study focuses on the assessment

of fear of failure and academic anxiety among undergraduates using the systematic review

method. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses,

comprehensive electronic searches from prominent academic databases such as Scopus, Web

of Science, PubMed, Google Scholar, PsycINFO, SpringerLink, Wiley Online and JSTOR

between 2015 and 2026, 35 academic articles relevant to the set inclusion criteria were used.

The review has drawn on four complementary theoretical frameworks: achievement goal

theory, self-efficacy theory, control-value theory of achievement emotions, and cognitive

behavioural theory, to obtain a coherent conceptual understanding of the motivational,

cognitive, and affective processes involved in fear of failing and anxiety about academic

work. The empirical literature suggests that the phenomenon has a very high and consistent

prevalence across global, regional, and national levels, and this prevalence is much higher in a

competitive academic environment. The most significant predictors include low self-efficacy

in academic work, maladaptive goal orientation, perfectionism, cognitive distortions, and

avoiding tendencies like procrastination. The consequences extend beyond reduced academic

performance to decreased involvement, disturbed concentration, emotional problems, and

disturbed psychological well-being. Importantly, the review places the mediating factors like

academic engagement, academic adjustment, and psychological capital at the epicentre, along

with moderating factors including social support, institutional climate, and contextual

stressors in determining academic outcomes.