Harackiewcz et al., 2014: Affirming values increased academic achievement among first-generation students over three years
Reference:
Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of educational psychology, 106(2), 375.
Download PDFSummary:
Extending Miyake et al. 2010, students in an introductory biology course completed a values-affirmation intervention integrated into the course. The intervention raised grades in biology among first-generation college student, reducing the social-class achievement gap by 50%, and increased retention in the second course in the biology sequence by 20%. Moreover, first-generation students who received the affirmation earned a higher grade-point-average over the next three years (Tibbets et al., 2016).
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