Putwain, DW and Remedios, R and Symes, W (2015) Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy. Learning and Instruction, 40. pp. 21-28. ISSN 0959-4752
L&I Fear Appeals v3.pdf
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© 2015 Elsevier Ltd. Fear 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.
|Uncontrolled Keywords:||1303 Specialist Studies In Education, 1701 Psychology|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education|
|Divisions:||School of Education|
|Date Deposited:||21 Apr 2016 13:37|
|Last Modified:||08 Feb 2017 00:50|
|DOI or Identification number:||10.1016/j.learninstruc.2015.07.007|
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