The fear of failure and academic anxiety has emerged as a critical psychological 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.