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.
Download PDFSummary:
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:
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