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

Putwain, DW and Symes, W (2016) Expectancy of success, subjective task-value, and message frame in the appraisal of value-promoting messages made prior to a high-stakes examination. Social Psychology of Education. pp. 1-19. ISSN 1381-2890

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Abstract

© 2016 Springer Science+Business Media Dordrecht Previous research has examined how subjective task-value and expectancy of success influence the appraisal of value-promoting messages used by teachers prior to high-stakes examinations. The aim of this study was to examine whether message-frame (gain or loss-framed messages) also influences the appraisal of value-promoting messages. Two hundred and fifty-two participants in Years 12 and 13 read vignettes of fictional students who were high or low in subjective-task value, and expectancy of success, and asked to imagine how that student would appraise either a gain or loss-framed message. A challenge appraisal followed vignettes with high subjective task-value and high expectancy of success whereas a threat appraisal followed vignettes with high subjective task-value and low expectancy of success. A loss-framed message resulted in a stronger threat appraisal, and a gain-framed message in a greater disregarding appraisal for the vignette with high subjective task-value and high expectancy of success. Value-promoting messages can be appraised in different ways depending on combinations of intrapersonal (subjective task-value and expectancy of success) and interpersonal (message-frame) influences. © 2016 Springer Science+Business Media Dordrecht

Item Type: Article
Additional Information: The final publication is available at Springer via http://dx.doi.org/10.1007/s11218-016-9337-y
Uncontrolled Keywords: 13 Education, 16 Studies In Human Society, 17 Psychology And Cognitive Sciences
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Divisions: School of Education
Publisher: Springer
Date Deposited: 25 May 2016 10:31
Last Modified: 07 May 2017 00:08
DOI or Identification number: 10.1007/s11218-016-9337-y
URI: http://researchonline.ljmu.ac.uk/id/eprint/3666

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