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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.
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Summary:

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).

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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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Posted By:

Walton & Wilson, 2018