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Miyake et al., 2010: Affirming values raised physics academic performance among female college students

Reference:

Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330(6008), 1234-1237.
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Summary:

College students in an introductory physics courses completed a values-affirmation intervention integrated into the course: 15-minute writing exercises in which students reflected on personal values (Cohen et al., 2009) completed in the first recitation in week 1, in an online homework assignment in week 4, and shortly before the first midterm exam in week 5. As compared to a randomized control condition, this raised women’s exam scores in the course and learning as assessed by a standardized test of conceptual knowledge in physics, eliminating gender differences. The benefits were greatest for women who endorsed the stereotype that men do better than women in physics.

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

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Posted By:

Walton & Wilson, 2018