The Sustained Effects of a Brief Self-Affirmation Intervention on Students' Academic Outcomes across Middle and High School

Autor/inn/en	Borman, Geoffrey D.; Grigg, Jeffrey; Rozek, Chris; Hanselman, Paul
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	The Sustained Effects of a Brief Self-Affirmation Intervention on Students' Academic Outcomes across Middle and High School
Quelle	(2015), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Students; High School Students; Intervention; Academic Achievement; Achievement Gap; Outcomes of Education; African American Students; Hispanic American Students; White Students; Stereotypes; Anxiety; Writing Exercises; Self Concept; Grade 7; Grade 8; Grade 9; Longitudinal Studies; Wisconsin + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schulleistung; Lernleistung; Schulerfolg; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Klischee; Angst; Schreibübung; Selbstkonzept; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This article proposes closing the academic performance gaps between African American and Latino students and their White counterparts particularly in the line of research that concerns the idea of "stereotype threat." Stereotype threat is predicated on the notion that people often fear behaving in a way that fits the negative cultural image associated with a group stereotype, thereby marking them as inferior. If an intervention reduces stereotype threat and general anxiety before a test and boosts performance on that test, then that seemingly "small win" can reduce an individual's fear of fulfilling negative stereotypes and improve future performance in evaluative situations. The intervention proposed was a self-affirmation writing exercise developed by Geoffrey Cohen and his colleagues (Cohen et al., 2006). The outcome suggested that apparently subtle mindset interventions that spark small but early alterations in trajectory can have long-term effects that endure across several years and across key schooling transitions. Tables and figures are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01