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Harackiewicz et al., 2016: Asking why biology is useful in their lives raised grades among first-generation, ethnic-minority, biology students

Reference:

Tibbetts, Y., Harackiewicz, J. M., Canning, E. A., Boston, J. S., Priniski, S. J., & Hyde, J. S. (2016). Affirming independence: Exploring mechanisms underlying a values affirmation intervention for first-generation students. Journal of personality and social psychology, 110(5), 635.
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Summary:

Asking students in an introduction biology course to reflect on why “specific [course content] is relevant to your life or useful to you” raised the course grades of first-generation and racial-ethnic minority college students, reducing the achievement gap with advantaged students by 61%. Simultaneously, a value-affirmation intervention was not effective.

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