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Harackiewcz et al., 2016: Affirming values had no benefits among first-generation students probably because there were no social class gap

Reference:

Tibbetts, Y., Harackiewicz, J. M., Canning, E. A., & Boston, J. S. (2016). Attitudes and Social Cognition: Affirming independence: Exploring mechanisms underlying a values affirmation intervention for first-generation students. Journal of Personality and Social Psychology, 110(5), 635-659.
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Summary:

An attempted replication of the values-affirmation in Harackiewcz et al., 2014 did not produce the same gains in achievement, possibly because there was not a significant achievement gap along social class lines in this sample.

Psychological Process:

Psychological Process 2:

Need

What is the Person Trying to Understand?

What Desired Meaning is At Stake?

What Desired Meaning is At Stake?

What About it?

Approach to Desired Meaning

Approach to Desired Meaning

How?

Psychological Question Addressed

Psychological Question Addressed

Psychological Question Addressed

Psychological Process 3:

Need

What Desired Meaning is At Stake?

Approach to Desired Meaning

How?

Psychological Question Addressed

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Intervention Technique:

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Posted By:

Walton & Wilson, 2018