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001 ocn910850902;

003 OCoLC;

005 20151103143356.0;

006 m o d ;

007 cr bn|||||||||;

008 150608s2015 ncu ob 000 0 eng d;

035 a| (Sirsi) o910850902;

035 a| (OCoLC)910850902;

049 a| EREE;

090 a| LB1065;

100 1 a| Draughn, Jeremy,e| author.?| UNAUTHORIZED;

245 14 a| The influence of fear and efficacy appeals on motivation, test anxiety, and test performance /c| by Jeremy Draughn.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2015.;

300 a| 57 pages;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 0.53Mb2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.A.c| East Carolina Universityd| 2015.;

500 a| Presented to the faculty of the Department of Psychology.;

500 a| Advisor: Nathaniel von der Embse.;

500 a| Title from PDF t.p. (viewed July 23, 2015).;

520 3 a| Due to changes in accountability standards educators have begun to modify their teaching styles. A primary change that has occurred is that teachers often resort to using threat-based messages that focus on the negative consequences of test failure rather than messages highlighting a student's ability or expectation for high performance in an attempt to prepare students for a high-stakes exam. The present investigation examined how 487 undergraduate college students' anxiety and test performance were impacted by the use of fear and efficacy appeals during two exams with differing stakes. The way in which motivation influenced the relationship was also investigated. It was hypothesized that students exposed to fear appeals would exhibit lower performance and increased anxiety as moderated by decreased motivation when compared to participants exposed to efficacy appeals. Contrary to prediction, however, results indicate that while there are no differences between the two groups with regard to state or trait anxiety, participants exposed to efficacy appeals performed worse and reported higher state anxiety. Additionally, higher intrinsic motivation was related to higher anxiety and decreased performance. The potential implications of findings are discussed, including the importance of instructional context with regards to teacher instructional practices and student success.;

504 a| Includes bibliographical references.;

650 0 a| Motivation in education.=| ^A7949;

650 0 a| Test anxiety.=| ^A50810;

653 a| Education;

653 a| Language;

700 1 a| Von der Embse, Nathaniel Paul,e| degree supervisor.=| ^A1272675;

710 2 a| East Carolina University.b| Department of Psychology.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/4914;

949 o| jgml;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 3766676;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3766676-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/9/2015x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3766676-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/9/2015x| ETDz| HERESOURCE;

The influence of fear and efficacy appeals on motivation, test anxiety, and test performance / by Jeremy Draughn.

Author/creator	Draughn, Jeremy author.
Other author	Von der Embse, Nathaniel Paul, degree supervisor.
Other author	East Carolina University. Department of Psychology.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2015.
Description	57 pages
Supplemental Content	Access via ScholarShip
Subjects	Motivation in education. Test anxiety.

Summary	Due to changes in accountability standards educators have begun to modify their teaching styles. A primary change that has occurred is that teachers often resort to using threat-based messages that focus on the negative consequences of test failure rather than messages highlighting a student's ability or expectation for high performance in an attempt to prepare students for a high-stakes exam. The present investigation examined how 487 undergraduate college students' anxiety and test performance were impacted by the use of fear and efficacy appeals during two exams with differing stakes. The way in which motivation influenced the relationship was also investigated. It was hypothesized that students exposed to fear appeals would exhibit lower performance and increased anxiety as moderated by decreased motivation when compared to participants exposed to efficacy appeals. Contrary to prediction, however, results indicate that while there are no differences between the two groups with regard to state or trait anxiety, participants exposed to efficacy appeals performed worse and reported higher state anxiety. Additionally, higher intrinsic motivation was related to higher anxiety and decreased performance. The potential implications of findings are discussed, including the importance of instructional context with regards to teacher instructional practices and student success.
General note	Presented to the faculty of the Department of Psychology.
General note	Advisor: Nathaniel von der Embse.
General note	Title from PDF t.p. (viewed July 23, 2015).
Dissertation note	M.A. East Carolina University 2015.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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The influence of fear and efficacy appeals on motivation, test anxiety, and test performance / by Jeremy Draughn.

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