WISE INTERVENTIONS

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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.
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Summary:

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:

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

Social Area:

Intervention Technique:

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Posted By:

Walton & Wilson, 2018