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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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Teacher Use of Loss-Focused, Utility Value Messages, Prior to High-Stakes Examinations, and Their Appraisal by Students.pdf - Accepted Version Download (511kB) | Preview |
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 |
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| 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: | Education |
| Publisher: | SAGE Publications |
| Related URLs: | |
| Date Deposited: | 29 Apr 2019 10:11 |
| Last Modified: | 04 Sep 2021 01:53 |
| DOI or ID number: | 10.1177/0734282917724905 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/10444 |
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