Facial reconstruction

Search LJMU Research Online

Browse Repository | Browse E-Theses

Warning Students of the Consequences of Examination Failure: An Effective Strategy for Promoting Student Engagement?

Putwain, DW, Nicholson, L and Kutuk, G (2022) Warning Students of the Consequences of Examination Failure: An Effective Strategy for Promoting Student Engagement? Journal of Educational Psychology. ISSN 0022-0663

Fear Appeals and Engagement V3.pdf - Accepted Version

Download (587kB) | Preview


In the context of high-stakes qualifications, teachers may warn students of the negative consequences of failure as a tactic designed to increase engagement and ultimately achievement. Previous studies have shown that these types of messages, namely fear appeals, are indirectly related to engagement and achievement in different ways depending on how they are evaluated by the student. When fear appeals are evaluated as a challenge, they are positively related to engagement and achievement. When evaluated as a threat, fear appeals are negatively related to engagement and achievement. In the present study, we offer a robust test of these relations in a multi-level model that controls for autoregressive and concurrent relations in the domain of mathematics. Self-reported data were collected from 1,530 participants, aged 14-16 years, at two time points over the final two years of secondary education. These data were linked to prior and subsequent achievement. Results showed that students who attended to fear appeals and evaluated them as a challenge showed higher subsequent engagement, and students who showed higher engagement showed higher achievement. Accordingly, it may be beneficial to identify those students likely to evaluate fear appeals as a threat and intervene in order to enhance the likelihood of a challenge evaluation (e.g., building confidence through strategy focused feedback and strengthening beliefs in the value of effort). Given the difficulties associated with teachers judging students’ motivation and emotion as private experiences, methods to access student voice should be considered.

Item Type: Article
Additional Information: This is the accepted version of an article to be published in Journal of Educational Psychology.
Uncontrolled Keywords: 1303 Specialist Studies in Education, 1701 Psychology, 1702 Cognitive Sciences
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Divisions: Education
Publisher: American Psychological Association
Date Deposited: 04 Jan 2022 11:50
Last Modified: 04 Apr 2022 11:45
DOI or ID number: 10.1037/edu0000741
URI: https://researchonline.ljmu.ac.uk/id/eprint/15962
View Item View Item