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Teacher Use of Loss-Focused, Utility Value Messages, Prior to High-Stakes Examinations, and Their Appraisal by Students

Putwain, DW, Symes, W and McCaldin, T (2017) Teacher Use of Loss-Focused, Utility Value Messages, Prior to High-Stakes Examinations, and Their Appraisal by Students. Journal of Psychoeducational Assessment, 37 (2). pp. 169-180. ISSN 0734-2829

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Abstract

This study set out to assess a new instrument designed to measure the perceived frequency that teachers use fear appeals (communicated value messages that focus on avoiding failure) prior to a high-stakes examination and their appraisal as a challenge or a threat. Data were collected from two samples of students preparing for their high-stakes school exit examinations. Exploratory and confirmatory factor analyses supported a three-factor structure of message frequency, challenge, and threat appraisal. Challenge appraisal positively correlated with value, academic self-efficacy, and engagement. Threat appraisal negatively correlated with academic self-efficacy and engagement. Message frequency was unrelated to value, academic self-efficacy, and engagement. The critical factor in determining relations with antecedents and outcomes is not the message frequency but how it is appraised.

Item Type: Article
Additional Information: Author contacted for acceptance date. MS 25/4/19 & 29/4/19
Uncontrolled Keywords: 1302 Curriculum and Pedagogy
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: School of Education
Publisher: SAGE Publications
Related URLs:
Date Deposited: 29 Apr 2019 10:11
Last Modified: 30 Apr 2019 00:26
DOI or Identification number: 10.1177/0734282917724905
URI: http://researchonline.ljmu.ac.uk/id/eprint/10444

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