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A Person-Centered Approach to Students’ Evaluations of Perceived Fear Appeals and their Association with Engagement

Nicholson, LJ, Putwain, DW, Nakhla, G, Porter, B, Liversidge, A and Reece, M (2018) A Person-Centered Approach to Students’ Evaluations of Perceived Fear Appeals and their Association with Engagement. Journal of Experimental Education. ISSN 0022-0973

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A person-centered approach was employed to investigate how students' evaluation of perceived teacher utility value messages, i.e., fear appeals, as a threat and as a challenge, combined within individuals and how these combinations related to student engagement. Two studies were conducted with students in their final two years of secondary education. Empirically distinct clusters emerged at two time points in the academic year. Evaluating the message in the fear appeal at a higher level of challenge than threat was beneficial. Unexpectedly, high threat was associated with high engagement, as long as high challenge was also present, however, this combination was also related to high emotional disaffection. Moderate threat combined with moderate challenge had the most detrimental relationship with student engagement. Educational interventions should aim to increase the likelihood of a challenge evaluation.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Experimental Education on 9th May 2018 available online: http://www.tandfonline.com/10.1080/00220973.2018.1448745
Uncontrolled Keywords: 1303 Specialist Studies In Education
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Education
Publisher: Taylor & Francis (Routledge)
Date Deposited: 11 Jul 2018 12:00
Last Modified: 04 Sep 2021 10:21
DOI or Identification number: 10.1080/00220973.2018.1448745
URI: https://researchonline.ljmu.ac.uk/id/eprint/8943

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