The scare tactic: Do fear appeals predict motivation and exam scores?

Abstract

Prior to high-stakes exams, teachers use persuasive messages that highlight to students the possible consequences of failure. Such messages are known as fear appeals. This study examined whether fear appeals relate to self-and non-self-determined motivation and academic performance. Data were collected in 3 waves. Self-report data pertaining to perceived fear appeals were collected in the first wave, self-report data pertaining to self-determined motivation were collected in the second wave, and exam scores were collected in the third wave. An increased frequency of fear appeals and the appraisal of fear appeals as threatening predicted lower self-determined motivation but were largely unrelated to non-self-determined motivation. An increased frequency of fear appeals and the appraisal of fear appeals as threatening predicted lower examination performance that was partly mediated by lower self-determined motivation. These findings support a position derived from self-worth theory that the negative consequences of fear appeals arise from their focus on avoiding failure rather than their focus on extrinsic consequences. We suggest that teachers and instructors need to be aware how seemingly motivational statements can unwittingly promote lower self-determined motivation.

Expectancy of success, subjective task-value, and message frame in the appraisal of value-promoting messages made prior to a high-stakes examination

“…A disregarding appraisal resulted from low value of mathematics combined with a low expectation of success. These findings are in line with previous empirical work in this (Putwain and Remedios, 2014b;Putwain, et al, , 2015 and related areas (e.g., Preiss et al 2006;Putwain and Symes, 2012;Pekrun et al, 2004Pekrun et al, , 2011). …”

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

“…When appraised as threatening, fear appeals result in higher test anxiety, a higher performance-avoidance goal (to avoid performing worse than one's classmates), lower intrinsic motivation, and lower grades on tests and examinations (Putwain & Best, 2011, 2012Putwain & Roberts, 2009;Putwain & Remedios, 2014b;Putwain & Symes, 2011a,2011bSprinkle, Hunt, Simonds, & Comadena, 2006). These findings are broadly consistent with those from adjacent areas of the educational psychology literature.…”

“…On the basis of this one would expect that challenge and threat appraisal of fear appeals would also be likely to influence subsequent educational achievement. Previous research has shown how the threat appraisal of a fear appeal is related to lower achievement (Putwain & Remedios, 2014b;Putwain & Symes, 2011b) however research has yet to empirically demonstrate how challenge appraisals relate to subsequent educational achievement. The higher academic self-efficacy and attainment value resulting from a challenge appraisal would strongly suggest that higher achievement would be the likely outcome.…”

Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised

“…Judgments concerning one's resources and options for responding to the demands presented in the fear appeal have been established through academic self-efficacy, the belief that one can learn or perform a particular task (Bandura, 1997;Schunk & Pajares, 2002), and expectancy of success, the belief that one is capable of effecting a successful outcome on a particular task Wigfield & Eccles, 2000;Wigfield et al, 2009). Studies have shown that challenge appraisal follows from high attainment/ utility value and high academic self-efficacy/ expectancy of success whereas threat appraisal follows from high attainment/ utility value with low academic self-efficacy/ expectancy of success (Putwain & Remedios, 2014b;Putwain, Remedios, & Symes, 2014). …”