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

Autor/inn/en	Putwain, David W.; Remedios, Richard; Symes, Wendy
Titel	Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy. Gefälligkeitsübersetzung: Wahrnehmung von Angstappellen als Herausforderung oder Bedrohung beeinflusst den Erwartungswert und die akademische Selbstwirksamkeit.
Quelle	In: Learning and instruction, (2015) 40, S. 21-28Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2015.07.007
Schlagwörter	Furcht; Selbstkonzept; Selbstwirksamkeit; Schülerleistung; Versagen; Prüfungsangst; Längsschnittuntersuchung; Drohung
Abstract	Investigated how the appraisal of fear appeals influences subsequent attainment value and academic self-efficacy in 1,433 secondary school students (721 male; mean age 14.9 years). Participants completed standardized measures of attainment value, academic self-efficacy, and appraisal of fear appeals at 3 time points during a single academic year. Complete date were obtained for 1,127 students. The results indicated that when students viewed fear appeals as a challenge, attainment value and academic self-efficacy scores were higher. In contrast, when students perceived fear appeals as a threat, attainment value and academic self-efficacy scores were lower. These appraisals of fear appeals about the negative consequences of particular actions were not merely a result of attainment value or academic self-efficacy, but rather determinants of them. It is concluded that the appraisal of fear appeals plays a critical role in educational progress and academic achievement. Implications for teacher education and professional development programs are considered. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3