The impact of fear appeals on subjective-task value and academic self-efficacy: The role of appraisal

Abstract

The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription.

High Academic Self-Efficacy and Dispositional Empathy in Future Teachers

“…Based on the findings, it can be determined that the fifth hypothesis is confirmed. This shows that this level of dispositional empathy when activating fear, anxiety and lack of control fosters negative beliefs of self-efficacy due to their presumption of failure [36][37][38]. It should be remembered that a low level of academic self-efficacy can trigger negative consequences not only academic but also personal [4] and that it is predictive of emotional exhaustion [55].…”

“…Regarding the differences in dispositional empathy depending on the high or low self-efficacy that the academic perceived, it should be noted that, based on the previous observed literature [36][37][38], the fifth hypothesis stated that the low perceived academic self-efficacy could present significantly higher averages in personal discomfort with respect to the high perceived academic self-efficacy.…”

“…However, empathic concern compassionately empathizes with others, and personal discomfort empathizes with people activating a feeling of fear, anxiety and loss of control. In this sense, it should be considered that fear activates the negative consequences of failure [36], anxiety negatively influences self-efficacy [37] and control beliefs in students contribute to higher performance goals [38]. In fact, authors such as Dionigi et al [35] affirm that personal discomfort can generate a negative affect when putting oneself in the situation that another person is experiencing, and that a low academic self-efficacy predicts emotional exhaustion [4].…”

Teacher Use of Loss-Focused, Utility Value Messages, Prior to High-Stakes Examinations, and Their Appraisal by Students

“…Data collected using this measure showed threat appraisal correlated with test anxiety, a performance-avoidance goal (to avoid performing worse than one's classmates), and lower examination grade, in cross-sectional and predictive designs (Putwain & Symes, 2011a, 2011b. A revised TUFAQ including challenge appraisal items (Putwain & Symes, 2014) showed challenge appraisal to correlate positively, and threat appraisal negatively, with academic self-efficacy, attainment value, engagement, and examination grade in cross-sectional and prospective designs (Putwain, Remedios, & Symes, 2015;Putwain, Symes, & Wilkinson, 2017;Putwain, Symes, & Remedios, 2016;Putwain, Nicholson, et al, 2016).…”

Situational Interest and Scientific Self‐Efficacy: Influence of an Energy Science Career Intervention

“…We were unable to explore this possibility using an experimental design; therefore, we built statistical controls into the design by adjusting for participants’ initial scores on measures of utility value and career motivation within the energy science domain specifically. Given that self‐efficacy tends to be positively associated with these variables (e.g., Andersen & Chen, 2016; Byars‐Winston, Estrada, Howard, Davis, & Zalapa, 2010; Putwain, Symes, & Remedios, 2016), we anticipated that partialing out the effects of utility value and career motivation would yield a more precise estimate of time‐related change in SSE. Second, we aimed to examine an alternative to the causal sequence proposed by SCCT by testing whether task‐level interest acts as a precursor to self‐efficacy development.…”