Fear in the Classroom: An Examination of Teachers’ Use of Fear Appeals and Students’ Learning OutcomesA previous version of this paper was presented at the 2005 meeting of the Central States Communication Association in Kansas City, MO.

This study examined the impact of teachers’ use of fear appeals and efficacy statements on student affective learning, motivation, likelihood of taking a course with the instructor, and likelihood of visiting with the instructor for help. The results suggest that fear and efficacy interact to more positively influence students’ perceptions of these variables compared to the use of fear alone. Pedagogical implications as well as suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]