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Sherman et al., 2013, Study 1: Affirming values increased grades among middle-school Latino students over three years

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:

Extending Cohen et al., 2006, 2009, 6th-, 7th, and 8th-grade students in a middle school located in a middle-class neighborhood with a primarily low-income student body composed of about half Latino and half White students completed a values-affirmation intervention in in-class writing exercises beginning at the outset of 7th grade. As compared to a randomized control condition, the values-affirmation intervention raised grades for Latino students over the next three years into high school.

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