Teachers use of fear appeals and timing reminders prior to high-stakes examinations: pressure from above, below, and within
Teachers use of fear appeals and timing reminders prior to high-stakes examinations: pressure from above, below, and within
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教师在高风险考试前使用恐惧诉求和定时提醒：来自上、下和内部的压力
DOI：
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发表时间：
2018
影响因子：
2.9
通讯作者：
Nathaniel P. von der Embse
中科院分区：
文献类型：
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作者：
D. Putwain;Nathaniel P. von der Embse
教师经常向学生传达成功和失败的后果（恐惧呼吁）和即将到来的考试的时间（时间提醒）。先前的研究已经研究了学生如何评估恐惧呼吁和教学提醒，以及它们如何与教育成果（如参与）相关。很少有研究从教师的角度来探讨这些行为的使用。我们研究了教师使用的后果和时间提醒，考试前使用，其关系到感知的问责压力，教师自我效能感，感知的重要性测试结果，并相信学生会解释为威胁这样的消息。研究对象为854名英国中小学教师。结果表明，当教师认为测试结果很重要时，当他们对学生的自我效能感较低时，以及当他们认为学生会将信息解释为威胁时，恐惧呼吁和时间提醒会更频繁地使用。当感知到的问责压力更大时，更频繁地使用时间提醒，而不是恐惧呼吁。这些发现有助于理解为什么教师使用这种行为。在这项研究中，压力来自上面，下面和内部。
Teachers often communicate to students the consequences of success and failure (fear appeals) and the timing (timing reminders) of forthcoming examinations. Prior research has examined how fear appeals and teaching reminders are evaluated by students and how they relate to educational outcomes such as engagement. Few studies have addressed the use of these behaviours from a teacher’s perspective. We examined teacher use of consequence and timing reminders, used prior to examinations, and its relation to perceived accountability pressure, teacher self-efficacy, perceived importance of tested outcomes, and the belief that students would interpret such messages as threatening. Data were collected from 854 English primary and secondary school teachers. Results showed that fear appeals and timing reminders were used more frequently when teachers believed that tested outcomes were important, when they had lower self-efficacy to engage students, and when they believed that students would interpret messages as threatening. Timing reminders, but not fear appeals, were used more frequently when perceived accountability pressure was greater. These findings help to understand why teachers are using such behaviours. In this study it was pressures from above, below, and within.