A Person-Centered Approach to Students' Evaluations of Perceived Fear Appeals and Their Association with Engagement

Autor/inn/en	Nicholson, Laura J.; Putwain, David W.; Nakhla, Ghada; Porter, Benjamin; Liversidge, Anthony; Reece, Monika
Titel	A Person-Centered Approach to Students' Evaluations of Perceived Fear Appeals and Their Association with Engagement
Quelle	In: Journal of Experimental Education, 87 (2019) 1, S.139-160 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nicholson, Laura J.) ORCID (Reece, Monika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2018.1448745
Schlagwörter	Teacher Student Relationship; Student Evaluation of Teacher Performance; Fear; High School Students; Student Attitudes; Learner Engagement; Emotional Response; Foreign Countries; Gender Differences; Predictor Variables; Mathematics Tests; Mathematics Achievement; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Furcht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Emotionales Verhalten; Ausland; Geschlechterkonflikt; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	A person-centered approach was employed to investigate how students' evaluation of perceived teacher utility value messages, i.e., fear appeals, as a threat and as a challenge, combined within individuals and how these combinations related to student engagement. Two studies were conducted with students in their final two years of secondary education. Empirically distinct clusters emerged at two time points in the academic year. Evaluating the message in the fear appeal at a higher level of challenge than threat was beneficial. Unexpectedly, high threat was associated with high engagement, as long as high challenge was also present, however, this combination was also related to high emotional disaffection. Moderate threat combined with moderate challenge had the most detrimental relationship with student engagement. Educational interventions should aim to increase the likelihood of a challenge evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01