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Based on the Job Demands-resources (RD-R) model, the aim of the current study was to examine how pressure arising from imposed curriculum changes and teacher self-efficacy relate to perceived stress in teachers. Participants (839 teachers working in English schools) completed an online survey that contained questions about demographics, self-reported pressure from imposed curriculum changes, teacher self-efficacy, and perceived stress. Pressure from imposed curriculum changes was positively, and teacher self-efficacy negatively, related to perceived stress. Teacher-self efficacy moderated relations between pressure from imposed curriculum changes and perceived stress. High teacher self-efficacy was associated with lower perceived stress, relative to low teacher self-efficacy, when pressure from imposed curriculum changes was low. The differential advantage offered by high self-efficacy declined as pressure from imposed curriculum changes increased. 相似文献
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Helen St Clair-Thompson Rebecca Giles Sarah P. McGeown David Putwain Peter Clough John Perry 《教育心理学》2017,37(7):792-809
Mental toughness can be conceptualised as a set of attributes that allow people to deal effectively with challenges, stressors and pressure. Recent work has suggested that it may be a valuable construct to consider within educational settings. The current studies explored the associations between mental toughness and educational transitions. Study 1 examined the relationships between mental toughness and concerns about moving to a new school in 105 children aged 12–13 years of age. The results revealed significant relationships between several aspects of mental toughness, but particularly confidence in abilities, and children’s concerns. Study 2 examined the relationships between mental toughness and adjustment to university in 200 undergraduate students at various stages of their course. The results revealed a role for several aspects of mental toughness; commitment, control of life, control of emotion, confidence in abilities and interpersonal confidence. The results are discussed in terms of implications for educational practice. It is suggested that measures of mental toughness could be used to identify individuals who may benefit from additional support during transition to a new school or to university, and that future research should explore the potential benefits of mental toughness training. 相似文献
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Laura J. Nicholson David W. Putwain Ghada Nakhla Benjamin Porter Anthony Liversidge Monika Reece 《Journal of Experimental Education》2019,87(1):139-160
A person-centered approach was employed to investigate how students' evaluation of perceived teacher utility value messages, i.e., fear appeals, as a threat and as a challenge, combined within individuals and how these combinations related to student engagement. Two studies were conducted with students in their final two years of secondary education. Empirically distinct clusters emerged at two time points in the academic year. Evaluating the message in the fear appeal at a higher level of challenge than threat was beneficial. Unexpectedly, high threat was associated with high engagement, as long as high challenge was also present, however, this combination was also related to high emotional disaffection. Moderate threat combined with moderate challenge had the most detrimental relationship with student engagement. Educational interventions should aim to increase the likelihood of a challenge evaluation. 相似文献
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Dave W. Putwain Liz Connors Kevin Woods Laura J. Nicholson 《Pastoral Care in Education》2013,31(4):289-302
The Standard Assessment Tests (SATs) taken by pupils in their final year of primary schooling in England have been widely criticised for placing children under too pressure and contributing to an increase in test-related stress and anxiety. In this exploratory study we set out to explore the experiences of forthcoming SATs in a small sample of children using an appraisal model of stress and to reflect on whether these criticisms are justified. Results from focus groups with pupils and interviews with class and head teachers suggested that there was diversity in pupils’ experiences their tests. The pressures associated with SATs did not necessarily lead to negative outcomes and some children described SATs in more positive ways, as challenging rather than threatening. Self-worth judgements played a central role in individual-level appraisal and may also provide a useful link to discourses surrounding the value of academic credentials. 相似文献
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Sarah McGeown Dave Putwain Helen St. Clair‐Thompson Peter Clough 《Psychology in the schools》2017,54(2):196-209
This study sought to explore the concept of mental toughness (comprising the attributes challenge, commitment, control, and confidence) from the perceptions of adolescents, to better understand their views on these attributes and the extent to which each were regarded as important within an educational setting. In total, 54 adolescents (31 female) aged 12–17 participated. Focus group interviews (n = 15, average group size 3–4) were conducted, audio‐recorded, and transcribed verbatim. Data were analyzed using the principles of abbreviated grounded theory. The students’ views are discussed with reference to relevant psychological theory and literature and implications for teachers interested in encouraging these positive psychological attributes among adolescents are discussed. 相似文献
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David W. Putwain Rebecca Kearsley Wendy Symes 《Learning and individual differences》2012,22(3):370-374
Previous work has suggested that creativity self-beliefs show only small relations with academic achievement and may only be related to intrinsic, not extrinsic motivation. We set out to re-examine these relationships accounting for the multifaceted and process embedded nature of creativity self-beliefs and the full domain range of extrinsic motivation. One hundred and twenty-two secondary school pupils completed self-report measures of creativity self-beliefs and motivation and were administered as test of fluid intelligence. Creativity self-beliefs were positively related to teacher assessed literacy attainment, intrinsic and extrinsic motivation, and also inversely related to amotivation. Creativity self-beliefs accounted for a significant additional proportion of variance in both literacy achievement and in motivational measures, beyond that already accounted for by fluid intelligence. These findings suggest that it is important to attend to the multifaceted nature of creative self-beliefs and the full domain range of extrinsic motivation. 相似文献
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Dave Putwain Suzanne Chamberlain Anthony L. Daly Shireen Sadreddini 《Educational Psychology in Practice》2014,30(4):420-440
This paper evaluates the effectiveness of a multimodal and information technology (IT)-delivered intervention for test anxiety. Participants were randomly allocated to an intervention or waiting list group. Test anxiety was measured pre- and post-intervention and academic buoyancy, a construct that refers to students’ capacity to withstand academic challenge and pressure, as a covariate. In the intervention group, 13.7% of participants completed the full intervention programme comprising six sessions; 25.5% partially completed the programme (one or more sessions); and 60.8% of participants chose not to complete any sessions. Results showed that, after completing the intervention and when controlling for academic buoyancy, highly test anxious students showed a reduction in the worry and tension components of test anxiety, relative to those who did not complete the intervention. The findings suggest that the intervention may offer highly test anxious students a means of reducing their anxiety that does not rely on face-to-face delivery. 相似文献
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Fear appeals are messages that focus on avoiding the negative consequences of failure. They are often used by teachers as a motivational tactic prior to high-stakes examinations. In this study, we examined whether 566 secondary school students, from 26 different classes, approaching high-stakes examinations appraised fear appeals as threatening or challenging. Multilevel regression analyses showed that an increased frequency of student-reported (but not teacher-reported) fear appeals were experienced as a threat, when focused on avoiding negative consequences and as a challenge, when focused on the timing of forthcoming examinations. Threat experience was associated with lower student-reported academic self-efficacy, higher attainment value and higher extrinsic value. Challenge experience was associated with higher student-reported attainment value and higher extrinsic value. Results show that students differ in the way that they experience fear appeals. Fear appeals should be conveyed with caution, especially if students have low academic self-efficacy. 相似文献
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David William Putwain 《Emotional and Behavioural Difficulties》2013,18(2):141-155
Recent changes to educational policy which have focused attention on the use of high stakes testing as performance and accountability measures have renewed interest in test anxiety both in the UK and the USA. The aim of this paper is to provide a critical examination of the test anxiety construct, and explore the ways in which test anxiety is written about and conceptualised in the existing literature. It is intended that this paper would provide a companion to the comprehensive reviews that already exist, to provoke scholarly thought and debate around the existing literature, than to provide an additional review. Discussion is based around five themes: (1) how test anxiety is differentiated from the anxiety construct in general; (2) the differing conceptions of test anxiety in the literature; (3) the relationship between test anxiety and other, related constructs; (4) how measurement concerns have driven development of the test anxiety construct; and (5) the focus on worry and performance deficits leading to definitional problems. Two directions for future work are highlighted: first, to continue the exploration of test anxiety with other related constructs; and second, to develop qualitative approaches to the study of test anxiety. 相似文献