Perceived fear appeals and examination performance: Facilitating or debilitating outcomes?
Research Highlights
► Perceived classroom fear appeals are associated with mixed performance outcomes. ► Test anxiety and achievement goals are mediators of this relationship. ► A critical factor is whether fear appeals are appraised as threatening.
Section snippets
Perceived fear appeals and test anxiety
In prior research, students have described the use of fear appeals by teachers as highly stressful and anxiety provoking which may serve as a trigger for the onset of a period of intense worry and apprehension prior to examinations (Putwain, 2009, Putwain and Roberts, 2009). These findings suggest that the orientation towards failure presented by fear appeals may serve as a proximal influence on test anxiety, the tendency to perceive assessment situations, such as examinations, as threatening (
Perceived fear appeals and test anxiety and achievement goals
Achievement goals refer to overarching aims which may consist of different personal reasons for engaging in achievement related activities (Elliot, 2005). In the 2 × 2 framework (Elliot and McGregor, 2001, Elliot and Murayama, 2008), students can focus on personal or task related competence (mastery goals) or judge their competence by comparing themselves with their peers (performance goals). Furthermore, each type of goal can be orientated towards failure (avoidance goals) or success
Aims of the current study
In the present study we aim to establish whether perceived fear appeals are associated with a facilitating performance outcome though stronger mastery-approach and possibly performance-approach achievement goal orientations or a debilitating performance outcome though a stronger performance-avoidance goal orientation and test anxiety (specifically worry and tension components). Accordingly our a priori model predicts paths between: (i) perceived frequency of fear appeals (both consequence and
Participants
A total of N = 273 (male: n = 146, female n = 127) students in their final year of compulsory schooling (Year 11) participated in the study. The mean age of students was 15.5 years (SD = 0.45). Students were drawn from a single state funded secondary school located in the North of England, which, on the basis of DCFS data (DCSF, 2008) would be regarded as representing an average range of ability (GCSE performance in the year in which data was collected, and the two years prior to data collection were
Preliminary analyses
A single measurement model was tested which included four-factor models of test anxiety and achievement goals and a three-factor model of fear appeals. This model showed a range of acceptable fit indices (χ2(947) = 1606.62, p > 0.001; χ2/df = 1.65; RMSEA = 0.05; CFI = 0.95; TLI = 0.93) and no adjustments were necessary for subsequent analyses. Descriptive statistics and bivariate correlations are reported in Table 1. Moderate–strong intercorrelations were reported for the four components of test anxiety
Discussion
The present study aimed to establish whether perceived fear appeals are associated with a facilitating performance outcome, mediated by stronger mastery and performance approach achievement goal orientations or a debilitating performance outcome, mediated by a stronger performance-avoidance goal orientation and test anxiety. The predicted mediating model was partially supported. Whilst perceived fear appeals were found to have a positive relationship with exam performance, this relationship was
Conclusion
In conclusion, a complex pattern of results regarding perceived fear appeals and performance outcomes was observed here. Firstly, perceived fear appeals relating to the timing of examinations were related to an indirect facilitating outcome. Secondly, perceived fear appeals relating to the consequences of failure were unrelated to either an indirect facilitating or debilitating performance outcome. Finally, when fear appeals were perceived as threatening they were related to an indirect
Acknowledgements
This research was supported by a Faculty Research Development award made to the first author. We would like to thank Victoria Hinds for her assistance in the collection and input of data.
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