The development of an instrument to measure teachers' use of fear appeals in the GCSE classroom
Bibliographic Data
| ID | 5265992 |
|---|---|
| Authors | Dave W Putwain (0000-0001-5196-4270, Edge Hill University, corresponding author), David W Putwain, Christine M Roberts (0000-0001-7928-017X, Edge Hill University) |
| Year | 2009 |
| Volume | 79 |
| Issue | 4 |
| Pages | 643-661 |
| Publication date | 2009-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709909x426130 |
| PMID | 19321039 |
| OpenAlex | W2005238973 |
| Language | EN |
| Citations received | 20 |
| References cited | 40 |
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 compulsory schooling in England: 192 in Study 1 and 133 in Study 2.Method A construct validity approach was used in the development of this instrument. Study 1 reports the development and piloting of this measure. Study 2 reports refinement of this measure and relations with other constructs.Results A three-factor structure provided a reasonable model fit and all factors demonstrated acceptable reliability. Factors 1 and 2 described the perceived frequency of fear appeals made in relation to educational/occupational consequences and the third factor described the perceived threat of fear appeals.Conclusion This instrument has demonstrated sufficient convergent and discriminant validity and reliability to be used in subsequent research, although the validation process should continue and it is hoped that the instrument will be adapted for use in other contexts
Anxiety · Certificate · Construct (python library) · Construct validity · Convergent validity · Developmental psychology · Discriminant validity · Mathematics education · Psychometrics · Reliability (semiconductor) · Validity · Applied Psychology · Communication in Education and Healthcare · Early Childhood Education and Development · Education, Achievement, and Giftedness · Psychology · Social Psychology
Randomised Controlled Trial of Study Without Stress
Test anxiety prevalence and gender differences in a sample of English secondary school students
Teacher stress interventions
How do teachers engaging messages affect students? A sentiment analysis
Tracking stress, depression, and anxiety across the final year of secondary school
Teachers use of fear appeals and timing reminders prior to high-stakes examinations
Expectancy of success, subjective task-value, and message frame in the appraisal of value-promoting messages made 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
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Teachers use of fear appeals prior to a high-stakes examination
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The role of the classroom learning environment in students’ mathematics anxiety
The role of attainment value, academic self-efficacy, and message frame in the appraisal of value-promoting messages
Fear appeals, engagement, and examination performance
Teachers' use of fear appeals in the Mathematics classroom
The potential and limitations of large language models for automatic classification of teachers' motivational messages in educational research
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A 2 × 2 achievement goal framework
Test anxiety and the hierarchical model of approach and avoidance achievement motivation
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Faculty perceptions of college classroom environment
| Unique citing works | 20 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2010 - 2025 (16) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 20 |