Cook et al., 2012, Study 2: Affirming values in first week of classes raised first-quarter grades and sense of belonging among low-performing African American 7th-grade students
Reference:
Cook, J. E., Purdie-Vaughns, V., Garcia, J., & Cohen, G. L. (2012). Chronic threat and contingent belonging: Protective benefits of values affirmation on identity development. Journal of personality and social psychology, 102(3), 479.
Download PDFSummary:
Extending Cohen et al., 2006, 2009, a values-affirmation intervention delivered in the first week of 7th grade raised first-quarter grades among African American students more so than an affirmation delivered a month into the school year. For initially low-performing African American students, the early affirmation also promoted a greater sense of belonging in school.
Psychological Process:
What Desired Meaning is At Stake?
What is the Person Trying to Understand?
To See the Self as AdequateApproach to Desired Meaning
What about it?
Remedy Threats to Self-Integrity that Undermine FunctioningHow?
Psychological Question Addressed
Am I under threat, because could I be seen or treated negatively because of my group identity?Am I under threat, because could I be seen or treated negatively because of my group identity?Psychological Question Addressed
Am I under threat, because could I be seen or treated negatively because of my group identity?Psychological Process 2:
Psychological Process 3:
Social Area:
Education
Intervention Technique:
Active reflection, values-affirmation