The Negative Consequences of Fear Appeals

• In Event: Fear Appeals: What Are They and What Happens When Educators Use Them?

Abstract

Objectives or purposes: In the second talk, we will explain findings from a key multi-wave studies that examined the effects of Fear Appeals on motivation and performance (Putwain & Remedios, 2014). In this study, the aim was to examine which theoretical position best explained what was happening when students were affected by Fear Appeals.
Perspectives or Theoretical Framework: The same guiding theories for paper one also inform paper two. To re-iterate, the reason why Fear Appeals affect students (both positively and negatively) can be informed using self-worth protection theory (Covington, 1992), expectancy-value theory (Eccles, 2005, 2007) and control-value theory (Pekrun, Frenzel, Goetz & Perry, 2007). Also, as Fear Appeals are potentially controlling statements, then it seems appropriate to also talk about self-determination theory as this theory has a strong focus on how perceptions of autonomy can influence motivated behavior (Deci & Ryan, 1985; Ryan & Deci, 2000, 2002).
Methods: This was a multi-wave questionnaire based study where students were asked to complete questionnaires at three points throughout the school year. Instruments used in the studies include the Teachers Use of Fear Appeals Questionnaire (Putwain & Roberts, 2009; Putwain & Symes, 2014) Time 1, and the Academic Motivation Scale e.g. self-efficacy, intrinsic and extrinsic motivation (Vallerand et al, 1992) Time 2. Grades were collected at Time 3.
Data Sources: 15-16 year old students studying for their General Certificate of Education (GCSE) Exam in Math in UK. Students must typically achieve a grade C or above, (especially in Math and English,) to access further educational pathways or enter employment.
Results and substantiated conclusions: The findings revealed that students’ perceptions of Teachers use of Fear Appeals undermined self-determined motivation and final performance on their national GCSE exams and promoted extrinsic motivation.
Scientific of scholarly significance of the work: The findings support a position derived from self-worth theory that the negative consequences of fear appeals arise from their focus on avoiding failure rather than their focus on extrinsic consequences. This finding has implications teachers and instructors in that they point to the need to be aware how seemingly motivational statements can unwittingly promote lower self-determined motivation.

Authors

• Richard Remedios, Northcentral University

• Dave Putwain, Edge Hill University