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

References

• Bergman, L. R., & El-Khouri, B. M. (1999). Studying individual patterns of development using I-states as objects analysis (ISOA). Biometrical Journal, 41(6), 753–770. doi:AID-BIMJ753>3.0.CO;2-K
   Web of Science ®Google Scholar
• Blascovich, J. (2008). Challenge and threat. In A. J. Elliot (Ed.), Handbook of approach and avoidance motivation (pp. 431–446). New York, NY: Erlbaum
   Google Scholar
• Blascovich, J., & Mendes, W. B. (2000). Challenge and threat appraisals: The role of affective cues. In J. P. Forgas (Ed.), Feeling and thinking: The role of affect in social cognition (pp. 59–82). Cambridge, UK: Cambridge University Press
   Google Scholar
• Breckenridge, J. N. (2000). Validating cluster analysis: Consistent replication and symmetry. Multivariate Behavioral Research, 35(2), 261–285. doi:10.1207/S15327906MBR3502_5
   PubMed Web of Science ®Google Scholar
• Cerin, E. (2003). Anxiety versus fundamental emotions as predictors of perceived functionality of pre-competitive emotional states, threat, and challenge in individual sports. Journal of Applied Sport Psychology, 15, 223–238. doi:10.1080/10413200390213344
   Web of Science ®Google Scholar
• Cerin, E., Szabo, A., Hunt, N., & Williams, C. (2000). Temporal patterning of competitive emotions: A critical review. Journal of Sports Sciences, 18(8), 605–626. doi:10.1080/02640410050082314
   PubMed Web of Science ®Google Scholar
• Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464–504. doi:10.1080/10705510701301834
   Web of Science ®Google Scholar
• Corpus, J. H., & Wormington, S. V. (2014). Profiles of intrinsic and extrinsic motivations in elementary school: A longitudinal analysis. Journal of Experimental Education, 82(4), 480–501. doi:10.1080/00220973.2013.876225
   Web of Science ®Google Scholar
• Diseth, Å. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191–195. doi:10.1016/j.lindif.2011.01.003
   Web of Science ®Google Scholar
• Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Ed.), Handbook of competence and motivation. (pp. 105–121). London, UK: Guilford Press
   Google Scholar
• Folkman, S., & Lazarus, R. S. (1985). If it changes it must be a process: Study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 48(1), 150–170. doi:10.1037/0022-3514.48.1.150
   PubMed Web of Science ®Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. doi:10.3102/00346543074001059
   Web of Science ®Google Scholar
• Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Girls and mathematics — A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22(4), 497–514
   Web of Science ®Google Scholar
• Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Hart, D., Atkins, R., & Fegley, S. (2003). Personality and development in childhood: A person-centered approach. Monographs of the Society for Research in Child Development, 68(1), 122. Retrieved from http://www.jstor.org/stable/1166223
   Web of Science ®Google Scholar
• Horn, B., & Huang, W. (2009). Comparison of segmentation approaches. Retrieved from http://www.decisionanalyst.com/publ_art/CompareSegmentation.dai
   Google Scholar
• Kendall, P. C., Howard, B. L., & Hays, R. C. (1989). Self-referent speech and psychopathology: The balance of positive and negative thinking. Cognitive Therapy and Research, 13(6), 583–598. doi:10.1007/BF01176069
   Web of Science ®Google Scholar
• Laursen, B., & Hoff, E. (2006). Person-centered and variable-centered approaches to longitudinal data. Merrill-Palmer Quarterly, 52(3), 377–389. doi:10.1353/mpq.2006.0029
   Web of Science ®Google Scholar
• Lazarus, R. S. (2006). Stress and emotion. New York, NY: Springer
   Google Scholar
• Lewis, G. (2016). Disaffection with school mathematics. Rotterdam, Netherlands: Sense. doi:10.1007/978-94-6300-331-5
   Google Scholar
• Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33(4), 486–512. doi:10.1016/j.cedpsych.2007.08.001
   Web of Science ®Google Scholar
• Linnenbrink-Garcia, L., Pugh, K. J., Koskey, K. L. K., & Stewart, V. C. (2012). Developing conceptual understanding of natural selection: The role of interest, efficacy, and basic prior knowledge. Journal of Experimental Education, 80(1), 45–68. doi:10.1080/00220973.2011.559491
   Web of Science ®Google Scholar
• Linnenbrink-Garcia, L., & Wormington, S. V. (in press). Key challenges and potential solutions for studying the complexity of motivation in schooling: An integrative, dynamic person-oriented perspective. In D. W. Putwain & K. Smart (Eds.), British Journal of Educational Psychology monograph series II. Psychological aspects of education: Current trends—the role of competence beliefs in teaching and learning. Chichester, UK: Wiley
   Google Scholar
• Loose, F., Régner, I., Morin, A. J. S., & Dumas, F. (2012). Are academic discounting and devaluing double-edged swords? Their relations to global self-esteem, achievement goals, and performance among stigmatized students. Journal of Educational Psychology, 104(3), 713–725. doi:10.1037/a0027799
   Web of Science ®Google Scholar
• Marlowe, D., & Crowne, D. P. (1961). Social desirability and response to perceived situational demands. Journal of Consulting Psychology, 25(2), 109–115. doi:10.1037/h0041627
   PubMedGoogle Scholar
• Marsh, H. W., Nagengast, B., & Morin, A. J. S. (2013). Measurement invariance of big-five factors over the life span: ESEM tests of gender, age, plasticity, maturity, and la dolce vita effects. Developmental Psychology, 49(6), 1194–1218. doi:10.1037/a0026913
   PubMed Web of Science ®Google Scholar
• McGregor, H. A., & Elliot, A. J. (2002). Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology, 94(2), 381–395. doi:10.1037//0022-0663.94.2.381
   Web of Science ®Google Scholar
• Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44(5), 351–373. doi:10.1016/j.jsp.2006.04.004
   Web of Science ®Google Scholar
• Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85(4), 582–590. doi:10.1037/0022-0663.85.4.582
   Web of Science ®Google Scholar
• Meijen, C., Jones, M. V., McCarthy, P. J., Sheffield, D., & Allen, M. S. (2013). Cognitive and affective components of challenge and threat states. Journal of Sports Sciences, 31(8), 847–855. doi:10.1080/02640414.2012.753157
   PubMed Web of Science ®Google Scholar
• Mooi, E., & Sarstedt, M. (2011). A concise guide to market research. Berlin, Germany: Springer. doi:10.1007/978-3-642-12541-6
   Google Scholar
• Norusis, M. J. (2011). IBM SPSS statistics 19 statistical procedures companion. Upper Saddle River, NJ: Prentice Hall
   Google Scholar
• Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children's behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65(4), 781–791. doi:10.1037//0022-3514.65.4.781
   PubMed Web of Science ®Google Scholar
• Putwain, D. W., Nakhla, G., Liversidge, A., Nicholson, L. J., Porter, B., & Reece, M. (2017). Teachers use of fear appeals prior to a high-stakes examination: Is frequency linked to perceived student engagement and how do students respond? Teaching and Teacher Education, 61, 73–83. doi:10.1016/j.tate.2016.10.003
   Web of Science ®Google Scholar
• Putwain, D. W., Nicholson, L. J., Nakhla, G., Reece, M., Porter, B., & Liversidge, A. (2016). Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised. Contemporary Educational Psychology, 44-45, 21–31. doi:10.1016/j.cedpsych.2015.12.001
   Web of Science ®Google Scholar
• Putwain, D. W., & Remedios, R. (2014). The scare tactic: Do fear appeals predict motivation and exam scores? School Psychology Quarterly, 29(4), 503–516. doi:10.1037/spq0000048
   PubMed Web of Science ®Google Scholar
• Putwain, D. W., Remedios, R., & Symes, W. (2015). Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy. Learning and Instruction, 40, 21–28. doi:10.1016/j.learninstruc.2015.07.007
   Web of Science ®Google Scholar
• Putwain, D., Remedios, R., & Symes, W. (2016). The appraisal of fear appeals as threatening or challenging: Frequency of use, academic self-efficacy and subjective value. Educational Psychology, 36(9), 1670–1690. doi:10.1080/01443410.2014.963028
   Web of Science ®Google Scholar
• Putwain, D. W., & Symes, W. (2011a). Perceived fear appeals and examination performance: Facilitating or debilitating outcomes? Learning and Individual Differences, 21, 227–232. doi:10.1016/j.lindif.2010.11.022
   Web of Science ®Google Scholar
• Putwain, D. W., & Symes, W. (2011b). Teachers' use of fear appeals in the mathematics classroom: Worrying or motivating students? British Journal of Educational Psychology, 81, 456–474. doi:10.1348/2044-8279.002005
   PubMed Web of Science ®Google Scholar
• Putwain, D. W., & Symes, W. (2014). 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. Social Psychology of Education, 17, 229–248. doi:10.1007/s11218-014-9249-7
   Web of Science ®Google Scholar
• Putwain, D. W., Symes, W., & Wilkinson, H. M. (2017). Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals. British Journal of Educational Psychology, 87, 16–31. doi:10.1111/bjep.12132
   PubMed Web of Science ®Google Scholar
• Reschly, A., & Christenson, S. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. In S. L. Christenson, A. L. Reschly, & C. Wiley (Eds.), Handbook of research on student engagement (pp. 3–19). Boston, MA: Springer. doi:10.1007/978-1-4614-2018-7_1
   Google Scholar
• Seery, M. D. (2011). Challenge or threat? Cardiovascular indexes of resilience and vulnerability to potential stress in humans. Neuroscience and Biobehavioral Reviews, 35(7), 1603–1610. doi:10.1016/j.neubiorev.2011.03.003
   PubMed Web of Science ®Google Scholar
• Skinner, E. A. (2016). Engagement and disaffection as central to processes of motivational resilience and development. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (pp. 145–168). New York, NY: Routledge
   Google Scholar
• Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781. doi:10.1037/a0012840
   Web of Science ®Google Scholar
• Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493–525. doi:10.1177/0013164408323233
   Web of Science ®Google Scholar
• Skinner, N., & Brewer, N. (2002). The dynamics of threat and challenge appraisals prior to stressful achievement events. Journal of Personality and Social Psychology, 83(3), 678–692. doi:10.1037//0022-3514.83.3.678
   PubMed Web of Science ®Google Scholar
• Skinner, N., & Brewer, N. (2004). Adaptive approaches to competition: Challenge appraisals and positive emotion. Journal of Sport and Exercise Psychology, 26(2), 283–305
   Web of Science ®Google Scholar
• Smith, L. (2004). Changes in student motivation over the final year of high school. Journal of Educational Enquiry, 5(2), 64–85
   Google Scholar
• Smith, L., Sinclair, K. E., & Chapman, E. S. (2002). Students' goals, self-efficacy, self-handicapping, and negative affective responses: An Australian senior school student study. Contemporary Educational Psychology, 27, 471–485. doi:10.1006/ceps.2001.1105
   Web of Science ®Google Scholar
• Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., … Beyers, W. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22(6), 431–439. doi:10.1016/j.learninstruc.2012.04.002
   Web of Science ®Google Scholar
• Watt, H. M. G. (2006). The role of motivation in gendered educational and occupational trajectories related to maths. Educational Research and Evaluation, 12(4), 305–322. doi:10.1080/13803610600765562
   Google Scholar
• Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81. doi:10.1006/ceps.1999.1015
   PubMed Web of Science ®Google Scholar
• Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015). Development of achievement motivation and engagement. In R. Lerner, (Series Ed.). and M. Lamb, & C. Garcia Coll (Vol. Eds.), Handbook of child psychology and developmental science (7th ed., pp. 657–700). New York, NY: Wiley
   Google Scholar
• Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26(1/2), 27–47. doi:10.0303/5929216
   Web of Science ®Google Scholar