Dave W Putwain
Datos Biográficos
| ID | 205437 |
|---|---|
| NOMBRE | Dave W Putwain |
| NOMBRES | Dave W |
| APELLIDO | Putwain |
| FIRMA | PUTWAIN D W |
| AFILIACIONES | Liverpool John Moores University |
| ORCID | 0000-0001-5196-4270 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 47 |
| TOTAL DE CITAS | 109 |
| TOTAL COMO AUTOR | 47 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2007 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
Acting with Acceptance, Mindfulness and Compassion to Cope with Test and Exam Anxiety (AcAdeMiC)
Student perceptions of teacher messages about the value of science in the classroom
Aim Teachers are uniquely positioned to shape students’ motivational beliefs, yet research examining perceived classroom messages that explicitly convey the value of what students are learning remains scarce. Background Drawing on the situated expectancy value theory, we examined how student-perceived teacher messages about the value of science longitudinally related to adolescent students’ subjective task values, perceived costs, and expectation…
A serious game-based social-psychological intervention to promote mathematics motivation
Game-based multi-construct interventions can foster motivational outcomes. • Individual traits are essential to maximising the intervention’s effectiveness. • Serious games can be effective regardless of gaming attitudes and experiences. • Interventions should be tailored to individual students needs. Students’ expectancy of success and subjective task values are important predictors of academic success and empirical evidence shows that intervent…
Personal resource gains
BACKGROUND: Academic buoyancy is conceptualized as students' capacity to cope with academic challenges. Studies that examine how academic buoyancy and coping responses are reciprocally related, or that include relations with achievement, are lacking. AIMS: The study examined reciprocal relations among academic buoyancy, coping and achievement. SAMPLE: The sample comprised students aged 16-19 years in upper secondary education. At the first wave o…
Test anxiety, emotion regulation, and achievement
Many studies have shown that test anxiety is negatively related to achievement, but studies testing reciprocal relations with achievement are largely lacking. Furthermore, non-adaptive forms of emotion regulation have been linked to elevated anxiety but there are few studies of emotion regulation and test anxiety specifically, and emotion regulation is rarely considered alongside relations between test anxiety and achievement. Given that strategi…
I get by with a little help from my friends”
School children experience a range of normative transitions throughout their compulsory education, with the transition from primary to secondary school seen as the most intensive and challenging. While this transition is well researched, the focus of such work has been labelled disparate and lacking in terms of its focus on the pupils’ experiences specifically. Consequently, to alleviate these concerns, this article draws on qualitative data gath…
Profiles of control, value and achievement emotions in primary school mathematics lessons
Background Achievement emotions are important for mathematical achievement. However, it is currently unclear how specific combinations of emotions—and their associated control and value appraisals—relate to mathematics performance, especially in younger students. Aims The aims of this study were to (i) identify heterogeneous profiles of control, value and achievement emotions (enjoyment, boredom and anxiety) experienced during primary‐school math…
Emotional intersection
Previous studies have shown how test anxiety is positively related to symptoms of emotion disorder and that highly test anxious persons can meet diagnostic thresholds for emotion disorder. However, many studies are somewhat dated and based on older conceptualizations of key constructs. In addition, well-being is rarely considered alongside test anxiety and emotion disorder. In the present study, we addressed this limitation by using contemporaneo…
Complex dynamics
In achievement contexts like end-of-semester exam preparation, students experience a variety of positive and negative achievement emotions, and their regulation is crucial.Despite its relevance, the interplay between, and dynamics of, emotions and their regulation is still little understood, particularly as prior research primarily relied on between-person research.In the present study, we use a situated assessment approach and a novel statistica…
The development and preliminary validation of a new measure of self-efficacy
Learners’ self-efficacy plays a crucial role in achieving success in second language (L2) acquisition. As a determinant of success and failure, self-efficacy should be measured appropriately and effectively using empirically and theoretically based instruments. Many of the current measures, however, are either not necessarily designed to assess self-efficacy in L2 learning, or they are lengthy, making them impractical to use alongside other instr…
A Network Analysis of Control–Value Appraisals and Classroom-Related Enjoyment, Boredom, and Pride
Control–value theory (CVT) proposes that discrete emotions arise from combinations of control–value appraisals of learning activities and outcomes. Studies have supported this proposition using factor analytic and latent profile, analyses. Network analysis (NA), however, has not been widely used within the field of educational psychology or to investigate the propositions of CVT. In the present study we set out to examine how control–value apprai…
Test anxiety in primary school children
Students’ emotion regulation and school-related well-being
There is a lack of research examining how students’ emotion regulation is linked to their wellbeing at school. To address this gap in the current literature, we examined reciprocal relations between two important emotion regulation strategies (cognitive reappraisal and expressive suppression) and school-related wellbeing over 12 months across two school years. We collected data from 2,365 secondary and upper secondary students in England (aged 11…
Achievement emotions and academic achievement
Control-value theory proposes that achievement emotions impact achievement, and that achievement outcomes (i.e., success and failure) reciprocally influence the development of achievement emotions. Academic buoyancy is an adaptive response to minor academic adversity, and might, therefore, offer protection from achievement being undermined by negative achievement emotions. At present, however, there is little empirical evidence for these hypothes…
Warning students of the consequences of examination failure
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 pos…
Student teachers' views about the university's research contribution to professional knowledge development
Against an international policy backdrop that increasingly favours practicum over theoretical learning in initial teacher education (ITE), this paper reports on a mixed-methods study which investigated student teachers' views about the university's research contribution to professional knowledge development. In particular, it explored whether students following university-led and school-based ITE courses in England held divergent views, the relat…
Relations between gender stereotyping and foreign language attainment
BackgroundGender stereotyping of academic domains has long been a major issue in education. However, previous research has mainly focused on male-dominated fields and women's disadvantage in such fields. Little attention has been paid to the fields of study, such as foreign language learning, which are typically stereotyped as female domains.AimsThis study aimed to investigate whether relations between (1) learners' gender stereotypes about Engli…
Test anxiety, anxiety disorders, and school-related wellbeing
Adolescents’ Lockdown-Induced Coping Experiences (Alice) Study
The aim of this study was to explore the experiences and perceived impact of the COVID-19 lockdowns among early adolescents in the northwest of England, as well as explore the self-care and coping strategies that helped the young people continue to thrive. Fourteen adolescents, 9 boys and 5 girls, were recruited from four secondary schools in North West England. Remote online interviews were conducted. Inductive reflexive thematic analysis was us…
The role of achievement emotions in primary school mathematics
BackgroundAppraisals of control and value are proposed as proximal antecedents of achievement emotions, which, in turn, predict achievement. Relatively few studies have investigated how control and value may interact to determine achievement emotions, or subsequent achievement mediated by emotions.AimTo examine whether control, value, and their interaction predicted mathematics test score directly, and indirectly, mediated by three salient achiev…
School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct
BackgroundPrevious studies have shown that subjective well-being and adaptability are linked to adaptive educational outcomes, including higher achievement and lower anxiety. It is not presently clear, however, how school-related subjective well-being and adaptability are related, or predict behavioural outcomes such as student conduct.AimThe aim of the present study was to test a bidirectional model of school-related subjective well-being and ad…
A cross-lagged panel analysis of fear appeal appraisal and student engagement
BackgroundFear appeals are persuasive messages given by teachers to students about the importance of avoiding failure in an upcoming high-stakes test. The relationship between the way that students appraise fear appeals and engagement in lessons has not previously been tested using a robust methodological and analytical design that fully controls for concurrent relationships between the variables and stability over time.AimThe present study addre…
The role of academic buoyancy and emotions in students' learning-related expectations and behaviours in primary school
BackgroundAcademic buoyancy refers to students' ability to come through ordinary challenges they face in the academic context, and it can positively contribute to students' beliefs and behaviours in learning situations. Although buoyancy has been found to be related to positive academic outcomes, previous studies have not examined how buoyancy influences academic emotions in learning situations and how these emotions further affect students' lear…
A construct validation and extension of the adolescent attachment questionnaire (AAQ)
The adolescent attachment questionnaire (AAQ) is designed to measure adolescent attachment patterns through three components: availability, goal-corrected partnership, and angry-distress. To date there has not been a confirmatory factor analysis conducted to determine the fit of data to this theoretical model on a UK sample. This study aimed to assess the construct validity of the AAQ through cognitive interviews and a confirmatory factor analysi…
“You Heard Me Swear but You Never Heard Me!” negotiating Agency in the pupil referral unit classroom
This study explores the exercise of student agency in an alternative educational setting in England by considering students’ verbal interactions during an art lesson in which they created masks and during an engineering lesson in which they developed model rockets. We build on pre-existing operationalisations of student agency by drawing attention to some of the more particular linguistic features that characterise the exercise of agency in immed…
Control-Value Appraisals, Enjoyment, and Boredom in Mathematics
Based on the control-value theory of achievement emotions, this longitudinal study examined students’ control-value appraisals as antecedents of their enjoyment and boredom in mathematics. Self-report data for appraisals and emotions were collected from 579 students in their final year of primary schooling over three waves. Data were analyzed using latent interaction structural equation modeling. Control-value appraisals predicted emotions intera…
Assessment and examination stress in Key Stage 4
Survey research has identified, using questionnaire approaches, that important assessments are a significant source of stress and worry for students in secondary school. In particular, failing important examinations and the consequences of failing these examinations are rated as more important than a range of other personal and social worries. Qualitative approaches have gone further in exploring the meaning of these stressful events for students…
Test anxiety in UK schoolchildren
Background. Despite a large body of international literature concerning the antecedents, correlates of and treatments for test anxiety, there has been little research until recently using samples of students drawn from the UK. There is a need to establish some basic normative data for test anxiety scores in this population of students, in order to establish whether international research findings may generalize to UK schoolchildren.Aim. To collec…
School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct
BackgroundPrevious studies have shown that subjective well-being and adaptability are linked to adaptive educational outcomes, including higher achievement and lower anxiety. It is not presently clear, however, how school-related subjective well-being and adaptability are related, or predict behavioural outcomes such as student conduct.AimThe aim of the present study was to test a bidirectional model of school-related subjective well-being and ad…
Personal and situational predictors of test anxiety of students in post-compulsory education
BackgroundRecent models of evaluation anxiety emphasize the importance of personal knowledge and self-regulatory processes in the development of test anxiety, but do not theorize a route for situational influences.AimTo investigate the relationship between test anxiety and personal knowledge beliefs (achievement goals and perceived academic competence), parental pressure/support, and teachers' achievement goals.SampleOne-hundred and seventy five …
The role of achievement emotions in primary school mathematics
BackgroundAppraisals of control and value are proposed as proximal antecedents of achievement emotions, which, in turn, predict achievement. Relatively few studies have investigated how control and value may interact to determine achievement emotions, or subsequent achievement mediated by emotions.AimTo examine whether control, value, and their interaction predicted mathematics test score directly, and indirectly, mediated by three salient achiev…
The development of an instrument to measure teachers' use of fear appeals in the GCSE classroom
Background Previous work has suggested that teachers of General Certificate of Secondary Education classes may use fear appeals as a motivational device but these may have unwanted consequences by increasing examination-related anxiety in students.Aim To facilitate future work in this area, an instrument was developed to measure teachers' use of fear appeals in the course of normal classroom instruction.Samples Students in their final 2 years of …
Researching academic stress and anxiety in students
Despite a long history of interest in North American and Western European literature, researchers in the UK are only now beginning to turn attention to the issue of academic stress in schoolchildren and how it may affect emotional well‐being, health and performance on school assessments. Based on the author's experiences of designing an extensive research project, this article explores the conceptual and methodological difficulties encountered wh…
The key to successful achievement as an undergraduate student
This study examined how expectations of independent study and academic behavioural confidence predicted end-of-semester marks in a sample of undergraduate students. Students’ expectations and academic behavioural confidence were measured near the beginning of the semester, and academic performance was taken from aggregated end-of-semester marks. Results suggested that a realistic expectation of undergraduate study, where the student took responsi…
Fear appeals, engagement, and examination performance
BackgroundFear appeals are persuasive messages that draw attention to the negative consequences (e.g., academic failure) that follow a particular course of action (e.g., not engaging in lessons) and how negative consequences can be avoided with an alternate course of action. Previous studies have shown that when fear appeals are appraised as threatening, they are related to lower examination performance.AimIn this study, we examined how challenge…
The role of attainment value, academic self-efficacy, and message frame in the appraisal of value-promoting messages
BackgroundPrior to high-stakes examinations, teachers may use value-promoting messages (VPMs) to communicate to students the value and importance of their forthcoming examinations in the hope that they will adopt adaptive learning and study behaviours. These messages can focus on achieving success (gain-framed) or avoiding failure (loss-framed).AimsThis study examined how secondary school students appraised hypothetical gain- and loss-framed VPMs…
Teachers use of fear appeals prior to a high-stakes examination
The perceived value of maths and academic self-efficacy in the appraisal of fear appeals used prior to a high-stakes test as threatening or challenging
Academic self-efficacy in study-related skills and behaviours
BackgroundAcademic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement.AimsTo examine whether academic self-efficacy, when operationalized as confidence in study-related skills and behaviours, is also a…
Student teachers' views about the university's research contribution to professional knowledge development
Against an international policy backdrop that increasingly favours practicum over theoretical learning in initial teacher education (ITE), this paper reports on a mixed-methods study which investigated student teachers' views about the university's research contribution to professional knowledge development. In particular, it explored whether students following university-led and school-based ITE courses in England held divergent views, the relat…
Adolescents’ Lockdown-Induced Coping Experiences (Alice) Study
The aim of this study was to explore the experiences and perceived impact of the COVID-19 lockdowns among early adolescents in the northwest of England, as well as explore the self-care and coping strategies that helped the young people continue to thrive. Fourteen adolescents, 9 boys and 5 girls, were recruited from four secondary schools in North West England. Remote online interviews were conducted. Inductive reflexive thematic analysis was us…
The importance of psychological need satisfaction in educational re-engagement
Students attending alternative provision (AP) schools have typically disengaged with their education. They present with multiple problems and complex support needs which makes their re-engagement back into education challenging. This study examined educational re-engagement using the self-system model of motivational processes. Teacher (or other school staff) practices that facilitated and inhibited the students’ psychological needs for autonomy,…
How is examination stress experienced by secondary students preparing for their General Certificate of Secondary Education examinations and how can it be explained
High stakes examinations have been identified as a significant source of stress for secondary school students; however, there is little data accounting for, and explaining, the experiences of examination stress. This study aimed to further the understanding of examination stress in secondary school students by conducting interviews with 34 students in their final two years of compulsory schooling in England, following a programme of study towards…
Relations between gender stereotyping and foreign language attainment
BackgroundGender stereotyping of academic domains has long been a major issue in education. However, previous research has mainly focused on male-dominated fields and women's disadvantage in such fields. Little attention has been paid to the fields of study, such as foreign language learning, which are typically stereotyped as female domains.AimsThis study aimed to investigate whether relations between (1) learners' gender stereotypes about Engli…
A cross-lagged panel analysis of fear appeal appraisal and student engagement
BackgroundFear appeals are persuasive messages given by teachers to students about the importance of avoiding failure in an upcoming high-stakes test. The relationship between the way that students appraise fear appeals and engagement in lessons has not previously been tested using a robust methodological and analytical design that fully controls for concurrent relationships between the variables and stability over time.AimThe present study addre…
The role of academic buoyancy and emotions in students' learning-related expectations and behaviours in primary school
BackgroundAcademic buoyancy refers to students' ability to come through ordinary challenges they face in the academic context, and it can positively contribute to students' beliefs and behaviours in learning situations. Although buoyancy has been found to be related to positive academic outcomes, previous studies have not examined how buoyancy influences academic emotions in learning situations and how these emotions further affect students' lear…
A construct validation and extension of the adolescent attachment questionnaire (AAQ)
The adolescent attachment questionnaire (AAQ) is designed to measure adolescent attachment patterns through three components: availability, goal-corrected partnership, and angry-distress. To date there has not been a confirmatory factor analysis conducted to determine the fit of data to this theoretical model on a UK sample. This study aimed to assess the construct validity of the AAQ through cognitive interviews and a confirmatory factor analysi…
Expectancy of success, subjective task-value, and message frame in the appraisal of value-promoting messages made prior to a high-stakes examination
Academically buoyant students are less anxious about and perform better in high-stakes examinations
BackgroundPrior research has shown that test anxiety is negatively related to academic buoyancy, but it is not known whether test anxiety is an antecedent or outcome of academic buoyancy. Furthermore, it is not known whether academic buoyancy is related to performance on high-stakes examinations.AimsTo test a model specifying reciprocal relations between test anxiety and academic buoyancy and to establish whether academic buoyancy is related to e…
Achievement goals as mediators of the relationship between competence beliefs and test anxiety
Background. Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. Aim. To test the hypothesis, based on the work of Elliot and Pekrun (2007) , that the relationship between perceived competence and test anxiety is mediated by achievement goal orientations. Sample. Self‐report data were collected from 275 students in post‐compulsory education following courses …
Researching academic stress and anxiety in students
Despite a long history of interest in North American and Western European literature, researchers in the UK are only now beginning to turn attention to the issue of academic stress in schoolchildren and how it may affect emotional well‐being, health and performance on school assessments. Based on the author's experiences of designing an extensive research project, this article explores the conceptual and methodological difficulties encountered wh…
Test anxiety in UK schoolchildren
Background. Despite a large body of international literature concerning the antecedents, correlates of and treatments for test anxiety, there has been little research until recently using samples of students drawn from the UK. There is a need to establish some basic normative data for test anxiety scores in this population of students, in order to establish whether international research findings may generalize to UK schoolchildren.Aim. To collec…
Assessment and examination stress in Key Stage 4
Survey research has identified, using questionnaire approaches, that important assessments are a significant source of stress and worry for students in secondary school. In particular, failing important examinations and the consequences of failing these examinations are rated as more important than a range of other personal and social worries. Qualitative approaches have gone further in exploring the meaning of these stressful events for students…
The development of an instrument to measure teachers' use of fear appeals in the GCSE classroom
Background Previous work has suggested that teachers of General Certificate of Secondary Education classes may use fear appeals as a motivational device but these may have unwanted consequences by increasing examination-related anxiety in students.Aim To facilitate future work in this area, an instrument was developed to measure teachers' use of fear appeals in the course of normal classroom instruction.Samples Students in their final 2 years of …
Personal and situational predictors of test anxiety of students in post-compulsory education
BackgroundRecent models of evaluation anxiety emphasize the importance of personal knowledge and self-regulatory processes in the development of test anxiety, but do not theorize a route for situational influences.AimTo investigate the relationship between test anxiety and personal knowledge beliefs (achievement goals and perceived academic competence), parental pressure/support, and teachers' achievement goals.SampleOne-hundred and seventy five …
How is examination stress experienced by secondary students preparing for their General Certificate of Secondary Education examinations and how can it be explained
High stakes examinations have been identified as a significant source of stress for secondary school students; however, there is little data accounting for, and explaining, the experiences of examination stress. This study aimed to further the understanding of examination stress in secondary school students by conducting interviews with 34 students in their final two years of compulsory schooling in England, following a programme of study towards…
Teachers' use of fear appeals in the Mathematics classroom
Aim. This study examined whether teachers' use of fear appeals in the classroom, attempts to motivate students to perform well in high-stakes examinations by highlighting the educational, and/or occupational consequences of failure did indeed motivate students or whether it contributed to an increase in worry, anxiety, and fear of failure. Sample. A total of 132 secondary school students. Method. Self-report data were collected for teachers' use …
Achievement goals as mediators of the relationship between competence beliefs and test anxiety
Background. Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. Aim. To test the hypothesis, based on the work of Elliot and Pekrun (2007) , that the relationship between perceived competence and test anxiety is mediated by achievement goal orientations. Sample. Self‐report data were collected from 275 students in post‐compulsory education following courses …
Academic self-efficacy in study-related skills and behaviours
BackgroundAcademic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement.AimsTo examine whether academic self-efficacy, when operationalized as confidence in study-related skills and behaviours, is also a…
The key to successful achievement as an undergraduate student
This study examined how expectations of independent study and academic behavioural confidence predicted end-of-semester marks in a sample of undergraduate students. Students’ expectations and academic behavioural confidence were measured near the beginning of the semester, and academic performance was taken from aggregated end-of-semester marks. Results suggested that a realistic expectation of undergraduate study, where the student took responsi…
Test anxiety prevalence and gender differences in a sample of English secondary school students
The aim of this study was to estimate the proportion of students who report themselves as highly test anxious in a sample of English secondary schools and whether this proportion differed by gender. Self-report test anxiety data were collected from 2435 secondary school students in 11 schools. Results showed that 16.4% of the sample reported themselves to be highly test anxious, with the proportion significantly higher in female students (22.5%) …
The perceived value of maths and academic self-efficacy in the appraisal of fear appeals used prior to a high-stakes test as threatening or challenging
Academically buoyant students are less anxious about and perform better in high-stakes examinations
BackgroundPrior research has shown that test anxiety is negatively related to academic buoyancy, but it is not known whether test anxiety is an antecedent or outcome of academic buoyancy. Furthermore, it is not known whether academic buoyancy is related to performance on high-stakes examinations.AimsTo test a model specifying reciprocal relations between test anxiety and academic buoyancy and to establish whether academic buoyancy is related to e…
Does the confidence of first-year undergraduate students change over time according to achievement goal profile
This study examined the changes in students' academic behavioural confidence over the course of their first year of academic study and whether changes differ by their achievement goal profile. Self-report data were collected from 434 participants in three waves: at the beginning of the first semester of their first year of undergraduate study, at the beginning of the second semester, and again at beginning of the second year of undergraduate stud…
Expectancy of success, subjective task-value, and message frame in the appraisal of value-promoting messages made prior to a high-stakes examination
Teachers use of fear appeals prior to a high-stakes examination
The role of attainment value, academic self-efficacy, and message frame in the appraisal of value-promoting messages
BackgroundPrior to high-stakes examinations, teachers may use value-promoting messages (VPMs) to communicate to students the value and importance of their forthcoming examinations in the hope that they will adopt adaptive learning and study behaviours. These messages can focus on achieving success (gain-framed) or avoiding failure (loss-framed).AimsThis study examined how secondary school students appraised hypothetical gain- and loss-framed VPMs…
Fear appeals, engagement, and examination performance
BackgroundFear appeals are persuasive messages that draw attention to the negative consequences (e.g., academic failure) that follow a particular course of action (e.g., not engaging in lessons) and how negative consequences can be avoided with an alternate course of action. Previous studies have shown that when fear appeals are appraised as threatening, they are related to lower examination performance.AimIn this study, we examined how challenge…
Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time
Teachers use of fear appeals and timing reminders prior to high-stakes examinations
Teachers often communicate to students the consequences of success and failure (fear appeals) and the timing (timing reminders) of forthcoming examinations. Prior research has examined how fear appeals and teaching reminders are evaluated by students and how they relate to educational outcomes such as engagement. Few studies have addressed the use of these behaviours from a teacher’s perspective. We examined teacher use of consequence and timing …
The importance of psychological need satisfaction in educational re-engagement
Students attending alternative provision (AP) schools have typically disengaged with their education. They present with multiple problems and complex support needs which makes their re-engagement back into education challenging. This study examined educational re-engagement using the self-system model of motivational processes. Teacher (or other school staff) practices that facilitated and inhibited the students’ psychological needs for autonomy,…
Control-Value Appraisals, Enjoyment, and Boredom in Mathematics
Based on the control-value theory of achievement emotions, this longitudinal study examined students’ control-value appraisals as antecedents of their enjoyment and boredom in mathematics. Self-report data for appraisals and emotions were collected from 579 students in their final year of primary schooling over three waves. Data were analyzed using latent interaction structural equation modeling. Control-value appraisals predicted emotions intera…
“You Heard Me Swear but You Never Heard Me!” negotiating Agency in the pupil referral unit classroom
This study explores the exercise of student agency in an alternative educational setting in England by considering students’ verbal interactions during an art lesson in which they created masks and during an engineering lesson in which they developed model rockets. We build on pre-existing operationalisations of student agency by drawing attention to some of the more particular linguistic features that characterise the exercise of agency in immed…
School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct
BackgroundPrevious studies have shown that subjective well-being and adaptability are linked to adaptive educational outcomes, including higher achievement and lower anxiety. It is not presently clear, however, how school-related subjective well-being and adaptability are related, or predict behavioural outcomes such as student conduct.AimThe aim of the present study was to test a bidirectional model of school-related subjective well-being and ad…
A cross-lagged panel analysis of fear appeal appraisal and student engagement
BackgroundFear appeals are persuasive messages given by teachers to students about the importance of avoiding failure in an upcoming high-stakes test. The relationship between the way that students appraise fear appeals and engagement in lessons has not previously been tested using a robust methodological and analytical design that fully controls for concurrent relationships between the variables and stability over time.AimThe present study addre…
Psychology (42 obras) · Social Psychology (33 obras) · Developmental psychology (30 obras) · Education, Achievement, and Giftedness (24 obras) · Anxiety (18 obras) · Mathematics education (16 obras) · Academic achievement (15 obras) · Test anxiety (13 obras) · Pedagogy (12 obras) · Clinical Psychology (11 obras)