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Sherman et al., 2013, Study 2: Affirming values increased academic performance, fit, and motivation among Latino students over a year

Reference:

Sherman, D. K., Hartson, K. A., Binning, K. R., Purdie-Vaughns, V., Garcia, J., Taborsky-Barba, S., ... & Cohen, G. L. (2013). Deflecting the trajectory and changing the narrative: how self-affirmation affects academic performance and motivation under identity threat. Journal of Personality and Social Psychology, 104(4), 591.
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Summary:

A replication of Sherman et al., 2013 Study 1 found the values-affirmation again improved grades for Latino students over the school year, reducing the achievement gap with White students by 28%, and also showed that the intervention led Latino students to construe events in school in a broader way and protected their daily feelings of academic fit and motivation from identity threat.

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