Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Abstract

Putwain, DW, Remedios, R and Symes, WExperiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy http://researchonline.ljmu.ac.uk/3500/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. LJMU Research Online Running head: FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACYThe appraisal of fear appeals as a challenge or a threat influences a subsequent decline or increase in attainment value and academic self-efficacy FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACY 1 AbstractFear appeals are persuasive messages that highlight the negative consequences of a particular course of action. Studies have shown that attainment value and academic self-efficacy predict how fear appeals are appraised. In this study we examined how the appraisal of fear appeals might also influence subsequent attainment value and academic self-efficacy. Self-report data were collected from 1433 students in their final two years of secondary education over three waves. Findings revealed that when students saw fear appeals as a challenge attainment value and academic self-efficacy were higher. When students saw fear appeals as a threat, attainment value and academic self-efficacy were lower. These results highlight the functional importance of how fear appeals are appraised. Challenge and threat appraisals were not mere by products of attainment value or academic self-efficacy but impacted on attainment value and academic self-efficacy; variables that are likely to make a critical impact on educational progress and attainment. We conclude that initial teacher education and teacher professional development programs would benefit from enhanced interpersonal and relational-skills training to enable teachers to judge more effectively how fear appeals are appraised.Keywords: fear appeals, attainment value, academic self-efficacy, high-stakes testing FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACY 2The appraisal of fear appeals as a challenge or a threat influences a subsequent decline or increase in attainment value and academic self-efficacy IntroductionThis study examines how academic self-efficacy and attainment value relate to the appraisal of fear appeals used by secondary school teachers prior to a high-stakes examination. Fear appeals are used by teachers as a motivational strategy; a 'scare tactic' to attem...

Expectancy of success, subjective task-value, and message frame in the appraisal of value-promoting messages made prior to a high-stakes examination

“…A disregarding appraisal resulted from low value of mathematics combined with a low expectation of success. These findings are in line with previous empirical work in this (Putwain and Remedios, 2014b;Putwain, et al, , 2015 and related areas (e.g., Preiss et al 2006;Putwain and Symes, 2012;Pekrun et al, 2004Pekrun et al, , 2011). …”

“…Higher attainment and utility value are related to a higher challenge and threat appraisal of a fear appeal (i.e., a loss-framed value-promoting messages) whereas higher academic self-efficacy/ expectancy of success is related to a challenge, and lower academic self-efficacy/ expectancy of success to a threat, appraisal (Putwain and Remedios, 2014a;Putwain, Remedios and Symes, 2015). Other lines of related research also support this general proposition.…”

Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals

“…In a similar way, the more frequently that students are prompted to reflect on those beliefs and values that underpin appraisals, by regular use of fear appeals, the more salient those beliefs and values become. Although this can lead to enhanced challenge appraisals, if a student values educational attainment and believes they can achieve success (e.g., , it can also lead to enhanced threat appraisals if a student does not believe that success is possible (Putwain & Remedios, 2014a,b;Putwain et al, 2015).…”

El Miedo en Educación Física: Una Historia Reconocible

“…El enfoque dominante, el intrapersonal, considera el miedo una reacción psicobiológica a estímulos concretos, y centra su interés en explicar las causas, los efectos y la incidencia de dichos estímulos. En el campo educativo, los estudios previos asentados en este supuesto focalizan la atención en el miedo del alumnado ante distintos elementos del currículum, especialmente los exámenes (PUTWAIN, 2009;PUTWAIN;REMEDIOS;SYMES, 2015). En contraste, el enfoque social-relacional busca comprender los significados personales y grupales del miedo, así como sus implicaciones sociales, políticas y culturales.…”

“…El miedo puede protegernos de situaciones amenazantes. Además, en ocasiones puede contribuir al aprendizaje de aquellas personas que disponen de recursos y opciones para superarlo (PUTWAIN; REMEDIOS; SYMES, 2015). Pero es preciso tener en cuenta que la capacidad de las personas para superar el miedo viene condicionada en gran parte por sus habitus narrativos.…”