Wendy Symes
Biographic Data
| ID | 2746938 |
|---|---|
| NAME | Wendy Symes |
| GIVEN NAMES | Wendy |
| FAMILY NAME | Symes |
| SIGNATURE | SYMES W |
| AFFILIATIONS | University of Manchester |
| ORCID | 0000-0003-2110-0505 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 50 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Developmental trajectories of motivational beliefs in two academic domains throughout early secondary school
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…
A process-oriented perspective on pre-service teachers' self-efficacy and their motivational messages: Using large language models to classify teachers' speech
BackgroundRecent studies have examined the relation between teacher motivation, motivational messages and student learning but are limited to an achievement-related context, primarily using survey data. Moreover, our understanding of the relation between various teacher characteristics, such as teacher self-efficacy (TSE), and their motivational message use remains limited.AimsOur study tested whether teacher speech can be classified into self-de…
The potential and limitations of large language models for automatic classification of teachers' motivational messages in educational research
IntroductionThe rapid advancement of artificial intelligence (AI) has created new opportunities in educational research, particularly in the efficient analysis of complex social interactions within classrooms. One promising area involves the classification of teachers' motivational messages. Traditionally, such assessments have relied on self-reports and observer evaluations, which require a lot of staff and time resources. Recently, large langua…
Reflect on your teaching experience: Systematic reflection of teaching behaviour and changes in student teachers’ self-efficacy for reflection
Reflecting on teaching experience is meaningful in teacher education because it enables student teachers to evaluate their professional behaviours in the classroom and to develop new instructional strategies. Little is known, however, about the motivational aspects of the reflection process, such as self-efficacy for reflection. Self-efficacy is an important resource in teacher education which relates negatively to stress and burnout, and positiv…
The development of student teachers’ teacher self-efficacy before and during the Covid-19 pandemic
Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time
Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis
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…
Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals
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…
Expectancy of success, subjective task-value, and message frame in the appraisal of value-promoting messages made 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…
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
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 …
Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: Teacher attitudes, experience and knowledge
The aim of the current study was to examine the experience, attitudes and knowledge of school staff in relation to inclusive education for pupils with autistic spectrum disorders (ASDs) in mainstream secondary schools. Fifty-three participants from 11 secondary schools in the north-west of England completed a survey that covered socio-demographic information and teaching experience, perceptions of inclusion within their school, experience and kno…
Teachers' use of fear appeals in the Mathematics classroom: Worrying or motivating students
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 …
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 …
Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis
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…
Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: Teacher attitudes, experience and knowledge
The aim of the current study was to examine the experience, attitudes and knowledge of school staff in relation to inclusive education for pupils with autistic spectrum disorders (ASDs) in mainstream secondary schools. Fifty-three participants from 11 secondary schools in the north-west of England completed a survey that covered socio-demographic information and teaching experience, perceptions of inclusion within their school, experience and kno…
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 …
Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals
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…
The development of student teachers’ teacher self-efficacy before and during the Covid-19 pandemic
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
A process-oriented perspective on pre-service teachers' self-efficacy and their motivational messages: Using large language models to classify teachers' speech
BackgroundRecent studies have examined the relation between teacher motivation, motivational messages and student learning but are limited to an achievement-related context, primarily using survey data. Moreover, our understanding of the relation between various teacher characteristics, such as teacher self-efficacy (TSE), and their motivational message use remains limited.AimsOur study tested whether teacher speech can be classified into self-de…
The potential and limitations of large language models for automatic classification of teachers' motivational messages in educational research
IntroductionThe rapid advancement of artificial intelligence (AI) has created new opportunities in educational research, particularly in the efficient analysis of complex social interactions within classrooms. One promising area involves the classification of teachers' motivational messages. Traditionally, such assessments have relied on self-reports and observer evaluations, which require a lot of staff and time resources. Recently, large langua…
Expectancy of success, subjective task-value, and message frame in the appraisal of value-promoting messages made prior to a high-stakes examination
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 …
Teachers' use of fear appeals in the Mathematics classroom: Worrying or motivating students
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 …
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 …
Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: Teacher attitudes, experience and knowledge
The aim of the current study was to examine the experience, attitudes and knowledge of school staff in relation to inclusive education for pupils with autistic spectrum disorders (ASDs) in mainstream secondary schools. Fifty-three participants from 11 secondary schools in the north-west of England completed a survey that covered socio-demographic information and teaching experience, perceptions of inclusion within their school, experience and kno…
Teachers' use of fear appeals in the Mathematics classroom: Worrying or motivating students
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 …
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
Expectancy of success, subjective task-value, and message frame in the appraisal of value-promoting messages made 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: The role of challenge and threat appraisals
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
Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis
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…
The development of student teachers’ teacher self-efficacy before and during the Covid-19 pandemic
Reflect on your teaching experience: Systematic reflection of teaching behaviour and changes in student teachers’ self-efficacy for reflection
Reflecting on teaching experience is meaningful in teacher education because it enables student teachers to evaluate their professional behaviours in the classroom and to develop new instructional strategies. Little is known, however, about the motivational aspects of the reflection process, such as self-efficacy for reflection. Self-efficacy is an important resource in teacher education which relates negatively to stress and burnout, and positiv…
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…
A process-oriented perspective on pre-service teachers' self-efficacy and their motivational messages: Using large language models to classify teachers' speech
BackgroundRecent studies have examined the relation between teacher motivation, motivational messages and student learning but are limited to an achievement-related context, primarily using survey data. Moreover, our understanding of the relation between various teacher characteristics, such as teacher self-efficacy (TSE), and their motivational message use remains limited.AimsOur study tested whether teacher speech can be classified into self-de…
The potential and limitations of large language models for automatic classification of teachers' motivational messages in educational research
IntroductionThe rapid advancement of artificial intelligence (AI) has created new opportunities in educational research, particularly in the efficient analysis of complex social interactions within classrooms. One promising area involves the classification of teachers' motivational messages. Traditionally, such assessments have relied on self-reports and observer evaluations, which require a lot of staff and time resources. Recently, large langua…
Developmental trajectories of motivational beliefs in two academic domains throughout early secondary school
Psychology (15 works) · Social Psychology (14 works) · Developmental psychology (10 works) · Education, Achievement, and Giftedness (9 works) · Academic achievement (5 works) · Grit, Self-Efficacy, and Motivation (5 works) · Social Psychology (5 works) · Anxiety (4 works) · Clinical Psychology (4 works) · Pedagogy (4 works)