Include interpersonal and relational-skills training in initial teacher education and professional development so teachers can guide how students appraise fear appeals¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 1 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends that because students respond differently to fear appeals depending on their attainment value and beliefs about their capacity to respond, teacher preparation should build relational competencies. It proposes that "programmes of initial teacher education and the continuing professional development of teachers to include interpersonal skills and relational support", so that teachers can "understand the beliefs and motivations of individual students and guide them about how to interpret and respond to messages and communications in the most adaptive way." It notes these competencies are not currently prioritised in initial teacher education in England.

Design Implications¶

Context¶

Requirements¶

• Teachers need to understand the beliefs and motivations of individual students to guide adaptive interpretation of fear appeals

Constraints¶

• The article notes it is almost inevitable that some students will value attainment but anticipate not achieving their aspired grades, so universal challenge appraisal is unlikely

Target Learners¶

• Secondary school students in the final two years of education preparing for high-stakes examinations

Target Learning Goals¶

• Protecting attainment value and academic self-efficacy when teachers communicate the consequences of examination failure

Affordances¶

• Challenge Threat Appraisal Of Fear Appeals Framework

Claims¶

• Higher attainment value with higher academic self-efficacy predicts challenge appraisal, whereas higher attainment value with lower academic self-efficacy predicts threat appraisal [+M]

Related Strategies¶

Examples¶

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Key Sources¶

• The appraisal of fear appeals as a challenge or a threat influences a subsequent decline or increase in attainment value and academic self-efficacy. (2014). https://eric.ed.gov/?q=appraisal+of+fear+appeals+challenge+threat+attainment+value+academic+self-efficacy