Teachers use of fear appeals and timing reminders prior to high-stakes examinations: pressure from above, below, and within

David W. Putwain,Nathaniel P. von der Embse

doi:10.1007/s11218-018-9448-8

David W. Putwain, Nathaniel P. von der Embse

Open Access

https://doi.org/10.1007/s11218-018-9448-8

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Abstract

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 reminders, used prior to examinations, and its relation to perceived accountability pressure, teacher self-efficacy, perceived importance of tested outcomes, and the belief that students would interpret such messages as threatening. Data were collected from 854 English primary and secondary school teachers. Results showed that fear appeals and timing reminders were used more frequently when teachers believed that tested outcomes were important, when they had lower self-efficacy to engage students, and when they believed that students would interpret messages as threatening. Timing reminders, but not fear appeals, were used more frequently when perceived accountability pressure was greater. These findings help to understand why teachers are using such behaviours. In this study it was pressures from above, below, and within.

Highlights

In this study we examine two types of messages given to students prior to examinations by their teachers: Fear appeals and timing reminders
The current understanding of the reasons for using such behaviours is limited. We address this concern and examine if teachers use of fear appeals and timing reminders are related to perceived accountability pressure, teacher self-efficacy, perceived test importance, and whether teachers believed students would interpret messages as threatening
Studies conducted to date have tended to examine antecedents of such behaviours in isolation. We address this concern by examining the role of four potential antecedents within a threefold integrative framework to build a comprehensive model or understanding of teacher use of fear appeals and timing reminders

Summary

Introduction

In this study we examine two types of messages given to students prior to examinations by their teachers: Fear appeals and timing reminders. Several studies have examined how students interpret such messages and how they might relate to subsequent educational motivation, engagement, and achievement (e.g., Putwain and Remedios 2014; Putwain et al 2017a). Few studies to date have examined the reasons why teachers might use such messages (e.g., Putwain and Roberts 2012; Putwain et al 2017a). We address this concern and examine if teachers use of fear appeals and timing reminders are related to perceived accountability pressure, teacher self-efficacy, perceived test importance, and whether teachers believed students would interpret messages as threatening

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