Harackiewcz et al., 2014: Affirming values increased academic achievement among first-generation students over three years
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).