Wilkinson, H (2024) Efficacy Appeals in the High-Stakes Classroom: Re-Examining Teachers' use of Test Preparation Strategies. Doctoral thesis, Liverpool John Moores University.

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Abstract

The ways in which teachers communicate to students about exams has been found to have a significant impact on student outcomes such as student engagement and motivation, and academic performance. However, research has predominantly centred on the use of communications which highlight the negative consequences of failure in order to motivate students. The present research begins by exploring the variety of ways in which teachers communicate to students about exams through observational analysis of 30 lessons with students undertaking the GCSE syllabus. Findings from this initial study led to the focus on the use of teachers’ efficacy communications; namely statements from teachers which provide students with an action to follow which will help them to achieve their target grade. Study Two presents the theoretical development of this concept, and the creation of a questionnaire to measure this phenomenon: the Teacher’s use of Efficacy Appeals in the Classroom prior to High-stakes Exams (TEACHE). Cognitive pre-testing is utilised, and the reliability and validity of data obtained from the TEACHE is explored through data collected from 236 Year 10 students. The refinement of the TEACHE following these processes is documented. Study Three deploys multi-level structural equation modelling with data collected from 1062 Year 10 students from seven schools in the North of England to explore how fear and efficacy appeals used by teachers are appraised by students and how this impacts students’ levels of engagement. Students’ views of their relationship with their teacher and how this relates to fear and efficacy appraisal and engagement are also explored. Students’ appraisal of fear and efficacy communications were found to relate to aspects of their engagement. Students’ levels of self-efficacy and response efficacy relating to efficacy appeal communications were found to impact their engagement, however frequency of these communication was not found to significantly impact; indicating a similar appraisal-based model of efficacy appeals as seen in the fear appeal literature. Teacher-student relationship was not found to have a moderating role between either fear or efficacy appeals and student engagement. Class-level effects were observed in relation to fear appeal communications, but not efficacy appeals or teacher-student relationships. Two significant cross-level interactions were identified when exploring class-level fear appeal frequency, but none for efficacy appeals. Results are discussed in line with previous literature. Limitations of the research are considered along with practical implications for teachers and educators, and considerations for future research.

Item Type:	Thesis (Doctoral)
Uncontrolled Keywords:	Efficacy Appeal; Fear Appeal; Student Engagement; Teacher-Student Relationship; Test Preparation; High-Stakes Exams
Subjects:	L Education > L Education (General)
Divisions:	Education
SWORD Depositor:	A Symplectic
Date Deposited:	31 Jan 2024 09:43
Last Modified:	31 Jan 2024 09:43
DOI or ID number:	10.24377/LJMU.t.00022471
Supervisors:	Putwain, D and Mallaburn, A
URI:	https://researchonline.ljmu.ac.uk/id/eprint/22471

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