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

Dave Putwain, Wendy Symes

Research output: Contribution to journalArticle

25 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)227-232
JournalLearning and Individual Differences
Volume21
Issue number2
DOIs
Publication statusPublished - 2011

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appeal
anxiety
examination
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Anxiety
Students
Mathematics
Self Report
student
mathematics
educator
classroom
teacher

Cite this

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title = "Perceived fear appeals and examination performance: Facilitating or debilitating outcomes?",
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Perceived fear appeals and examination performance: Facilitating or debilitating outcomes? / Putwain, Dave; Symes, Wendy.

In: Learning and Individual Differences, Vol. 21, No. 2, 2011, p. 227-232.

Research output: Contribution to journalArticle

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AB - 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.

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