Expectancy of success, subjective task-value, and message frame in the appraisal of value-promoting messages made prior to a high-stakes examination

David Putwain, Wendy Symes

    Research output: Contribution to journalArticlepeer-review

    9 Citations (Scopus)

    Abstract

    Previous research has examined how subjective task-value and expectancy of success influence the appraisal of value-promoting messages used by teachers prior to high-stakes examinations. The aim of this study was to examine whether message-frame (gain or loss-framed messages) also influences the appraisal of value-promoting messages. Two hundred and fifty-two participants in Years 12 and 13 read vignettes of fictional students who were high or low in subjective-task value, and expectancy of success, and asked to imagine how that student would appraise either a gain or loss-framed message. A challenge appraisal followed vignettes with high subjective task-value and high expectancy of success whereas a threat appraisal followed vignettes with high subjective task-value and low expectancy of success. A loss-framed message resulted in a stronger threat appraisal, and a gain-framed message in a greater disregarding appraisal for the vignette with high subjective task-value and high expectancy of success. Value-promoting messages can be appraised in different ways depending on combinations of intrapersonal (subjective task-value and expectancy of success) and interpersonal (message-frame) influences.
    Original languageEnglish
    Pages (from-to)325–343
    JournalSocial Psychology of Education
    Volume19
    Issue number2
    Early online date6 May 2016
    DOIs
    Publication statusPublished - Jun 2016

    Keywords

    • Value-promoting messages
    • Fear appeals
    • Subjective task-value
    • Expectancy of success
    • Message-frame

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