CHALLENGE AND THREAT
Instructions Following are a diversity of resources (websites, videos, articles, among others) that may be of your interest. The majority of resources are available online for free in the hyperlink provided. If you are not sure where to start, recommended resources have the first word of the reference highlighted with light text over a dark background (e.g., Ansari). If you need to translate a document we recommend using Google Translator. On this page, you can input the link to a website, select “translate”, and you will see a link that will take you to a translated version of the page. You may also upload PDF documents to get a translation. If you wish, you can download this bundle. |
Blascovich, J. (2013). Challenge and threat appraisal (pp. 432-444). In A.J. Elliott's Challenge and Threat. Handbook of approach and avoidance motivation, London, UK: Psychology Press.
Dumont, H., & Istance, D. (2010). Analysing and designing learning environments for the 21st century. The nature of learning: Using research to inspire practice, (pp.19-34).
Fonseca, R., Blascovich, J., & Garcia-Marques, T. (2014). Challenge and threat motivation: effects on superficial and elaborative information processing. Frontiers in Psychology, 5, 1170.
Kidd, C. & Piantodosi, S.T. (2012 May 23). The Goldilocks Effect: Babies learn from experiences that are not too simple, not too complex, but 'just right'. Rochester, NY: University of Rochester.
Krestar, M. L., & McLennan, C. T. (2013). Examining the effects of variation in emotional tone of voice on spoken word recognition. Quarterly Journal of Experimental Psychology, 66(9), 1793-1802.
Li, F., Deng, H., Leung, K., & Zhao, Y. (2017). Is perceived creativity‐reward contingency good for creativity? The role of challenge and threat appraisals. Human Resource Management, 56(4), 693-709.
Maki, K. (2017). The influence of self-esteem on reactions to challenge and threat. [Master's Thesis].Toronto, Canada: York University.
Parmentier, F. B., Maybery, M. T., & Elsley, J. (2010). The involuntary capture of attention by novel feature pairings: A study of voice—location integration in auditory sensory memory. Attention, Perception, & Psychophysics, 72(2), 279-284.
Myatt, M. (2016). High Challenge, Low Threat- How top leaders find the balance. [video]. (12:24 minutes). TEDxNorwichED. Available on: https://youtu.be/IvFN7a39SJo
Pearson's Education. (2016). Why challenge is important. Interview with Pearson's Teacher of the Year [video[ (1:47 minutes). Available on: http://www.pearsonlearningnews.com/challenge-your-students/
Putwain, D. W., Remedios, R., & Symes, W. (2015). Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy. Learning and Instruction, 40, 21-28.
Schirmer, A. (2010). Mark my words: Tone of voice changes affective word representations in memory . PLoS One, 5(2), e9080.
Schirmer, A., Chen, C. B., Ching, A., Tan, L., & Hong, R. Y. (2013). Vocal emotions influence verbal memory: neural correlates and interindividual differences. Cognitive, Affective, & Behavioral Neuroscience, 13(1), 80-93.
Shahin, A. J., Picton, T. W., & Miller, L. M. (2009). Brain oscillations during semantic evaluation of speech. .Brain and Cognition, 70(3), 259-266.
Stand For Children. (2015). Great teachers challenge students to succeed [video]. (3:10 minutes). Available on: https://youtu.be/-H9Z5qcjr4Q
Van Berkum, J. J., Van den Brink, D., Tesink, C. M., Kos, M., & Hagoort, P. (2008). The neural integration of speaker and message. Journal of Cognitive Neuroscience, 20(4), 580-591.
Van Rijn, S., Aleman, A., Swaab, H., Krijn, T., Vingerhoets, G., & Kahn, R. S. (2007). What it is said versus how it is said: comprehension of affective prosody in men with Klinefelter (47, XXY) syndrome. Journal of the International Neuropsychological Society, 13(6), 1065-1070.
Date of last update: 11-Jan-2021
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