Bowen et al., 2013: Affirming values increases academic performance among low-income middle school students
Extending Cohen et al., 2006, 2009, a values-affirmation intervention was delivered to 6th-, 7th-, and 8th- grade students in a middle school that served a predominantly low-income and African American and Latino student body. The exercise was completed in homeroom classrooms two weeks before the end of the first marking period. The intervention forestalled a negative slope in social studies grades over the school year. In addition, homeroom teachers were randomized to read students’ essays or not. When teachers read students’ values-affirmation essays, as compared to both when they did not values-affirmation essays and when they read students’ control essays, students earned higher social studies grades over the year.