Perceived fear appeals and examination performance: Facilitating or debilitating outcomes?

Perceived fear appeals and examination performance: Facilitating or debilitating outcomes? This study examines whether students' perception of classroom fear appeals concerning a forthcoming high-stakes examination are associated with facilitating or debilitating performance outcomes. Self-report data were collected for perceived fear appeals, test anxiety and achievement goals from a sample of 273 students in their final year of secondary schooling along with their examination performance in a high-stakes Mathematics examination. Data were analysed using structural equation modelling and a mediated model accepted. The perceived frequency of fear appeals relating to the timing of examinations were positively related to examination performance through a mastery-approach goal and when fear appeals were perceived as threatening they were inversely related to examination performance through a performance-avoidance goal and both the worry and tension components of test anxiety. Given that perceived fear appeals are associated with mixed outcomes, teachers and educators should be advised to use fear appeals with caution. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Learning and Individual Differences Elsevier

Perceived fear appeals and examination performance: Facilitating or debilitating outcomes?

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Publisher
Elsevier
Copyright
Copyright © 2010 Elsevier Inc.
ISSN
1041-6080
eISSN
1873-3425
D.O.I.
10.1016/j.lindif.2010.11.022
Publisher site
See Article on Publisher Site

Abstract

This study examines whether students' perception of classroom fear appeals concerning a forthcoming high-stakes examination are associated with facilitating or debilitating performance outcomes. Self-report data were collected for perceived fear appeals, test anxiety and achievement goals from a sample of 273 students in their final year of secondary schooling along with their examination performance in a high-stakes Mathematics examination. Data were analysed using structural equation modelling and a mediated model accepted. The perceived frequency of fear appeals relating to the timing of examinations were positively related to examination performance through a mastery-approach goal and when fear appeals were perceived as threatening they were inversely related to examination performance through a performance-avoidance goal and both the worry and tension components of test anxiety. Given that perceived fear appeals are associated with mixed outcomes, teachers and educators should be advised to use fear appeals with caution.

Journal

Learning and Individual DifferencesElsevier

Published: Apr 1, 2011

References

  • Social conditions for stress: Young people's experience of doing GCSEs
    Denscombe, M.
  • Who's afraid of the big bad wolf: A prospective paradigm to test Rachman's indirect pathways in children
    Field, A.P.; Argyris, N.G.; Knowles, K.A.
  • Fear information and the development of fears during childhood: effects on implicit fear responses and behavioural avoidance
    Field, A.P.; Lawson, J.
  • Fear of failure: Friend or foe?
    Martin, A.J.; Marsh, H.W.
  • Assessment and examination stress in Key Stage 4
    Putwain, D.W.

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