WISE INTERVENTIONS

<go to database

Brady et al., 2016: Affirming values increases academic performance and positive self-views, while reducing threat among Latino college students over two years

Reference:

Brady, S. T., Reeves, S. L., Garcia, J., Purdie-Vaughns, V., Cook, J. E., Taborsky-Barba, S., ... & Cohen, G. L. (2016). The psychology of the affirmed learner: Spontaneous self-affirmation in the face of stress. Journal of Educational Psychology, 108(3), 353.
Download PDF

Summary:

Latino and White students in the first or second year of a predominantly White college completed a values-affirmation intervention or control materials as part of a laboratory study. This improved the college grade-point-average of Latino students over the next two years, reducing the ethnic achievement gap by 90%. At the end of this period, Latino students who had received the values-affirmation intervention showed evidence of greater spontaneous self-affirming thoughts and fewer self-threatening thoughts in response to an academic stressor, and reported greater sense of adequacy and self-integrity, belonging.

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:

Share This Post:

Posted By:

Walton & Wilson, 2018