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The perceived value of maths and academic self-efficacy in the appraisal of fear appeals used prior to a high-stakes test as threatening or challenging

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Abstract

Previous work has examined how messages communicated to students prior to high-stakes exams, that emphasise the importance of avoiding failure for subsequent life trajectory, may be appraised as threatening. In two studies, we extended this work to examine how students may also appraise such messages as challenging or disregard them as being of little relevance. In study one we piloted a questionnaire with students studying for their school leaving qualification in maths. Threat appraisals were correlated with low academic self-efficacy, high attainment value and low intrinsic value. Challenge appraisals were correlated with high academic self-efficacy, and high intrinsic, extrinsic and attainment value. In study two, we manipulated attainment value and academic self-efficacy in a series of vignettes. High value and high academic self-efficacy lead to challenge appraisals, high value but low academic self-efficacy lead to threat appraisals and low value lead to a disregarding of messages. These findings show that the relevance of messages is judged on attainment value in a primary appraisal and as a challenge or threat in a subsequent appraisal, based on the expectation of success or failure. These findings also highlight how the effectiveness of such messages may differ depending on student characteristics.

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Notes

  1. The General Certificate of Secondary Education (GCSE) is the school leaving qualification in England, Wales and Northern Ireland. Maths is a statutory requirement.

  2. The General Certificate of Secondary Education (GCSE) is the school leaving qualification in England. Maths is a statutory requirement.

  3. In the English education system, 6th form study represents a 2-year tier of post-compulsory education (Years 12 and 13) in which students choose to study between three and five academic subjects in what are colloquially known as A Levels. University study is typically offered on the basis of A level grades.

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Acknowledgments

We would like to thank all of the students and staff in participating schools and colleges who gave up their time to help with this research. We would also like to thank Sarah Shaw and Richard Remedios for helping to collect vignette data in Study 2 and Emma Woolley for assisting with data preparation and entry.

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Authors and Affiliations

  1. Faculty of Education, Edge Hill University, St. Helen’s Road, Ormskirk, Lancashire, L39 4QP, UK

    David William Putwain

  2. Manchester Institute of Education, The University of Manchester, Oxford Road, Manchester, M13 9PL, UK

    Wendy Symes

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  1. David William Putwain
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Correspondence to David William Putwain.

Appendix

Appendix

1.1 Vignette A

Sarah is a hard working Year 11 student who is good at maths. She finds the work done in lessons challenging, but usually does very well. In her Year 10 maths exam she got a grade A and is predicted a grade A in her GCSE maths. Sarah believes that maths is an important subject to do well in. She wants to go to college to study A levels and knows she must get at least a pass in GCSE maths. She also knows that maths is a useful skill to have in daily life to help with things like bills.

1.2 Vignette B

James wants to learn a trade when he leaves school and get an apprenticeship as a plumber or plasterer. He knows that you need to know figures for this type of work, buying building materials and measuring up rooms, but thinks that GCSE maths isn’t related to these kinds of calculations. Despite this, James is good at maths and got a grade A in his mock GCSE exams. He is predicted to get a grade A.

1.3 Vignette C

Jade hasn’t been very good at maths since primary school. When she tries to do maths, the numbers just jumble up and she can’t think clearly. She didn’t do very well in the Year 10 maths exam and has been predicted a grade D. Jade wants to become a hairdresser and has been offered a place at college, but has to get at least a grade C to get into college. She also thinks that GCSE maths will help her in her daily life with things like bills and if she ever opens her own salon. (Hairdresser changed to Barbour for a male student).

1.4 Vignette D

Jerome doesn’t think GCSE maths is important. When he finishes school he is going to work for the family restaurant and knows that he will do this whatever grade he gets in GCSE maths. His brother didn’t pass GCSE maths and he doesn’t seem to have any problems working in the restaurant. Jerome has never been good at maths and doesn’t really try very hard in maths lessons. He is predicted a grade E in maths.

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Putwain, D.W., Symes, W. The perceived value of maths and academic self-efficacy in the appraisal of fear appeals used prior to a high-stakes test as threatening or challenging. Soc Psychol Educ 17, 229–248 (2014). https://doi.org/10.1007/s11218-014-9249-7

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