What is it about?
Self-affirmation has great promise for improving the academic performance of some students. In this paper, we show that self-affirmation is more effective in settings where students are more likely to be experiencing stereotype threat, that students who engaged with the task as intended were more likely to benefit from it, and that the benefits persisted across the transition to high school.
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Why is it important?
This publication contributes to the growing understanding of how, for whom, and under what circumstances students benefit from self-affirmation. It also provides evidence that self-affirmation can reduce the growth of the achievement gap over time, including across the transition to high school.
Perspectives
This publication may also be of interest to researchers studying large-scale interventions where effect heterogeneity threatens replication. Our initial publications on our replication estimated an intent-to-treat effect that was substantially smaller than that found by the original research team. In this follow-up paper, we were able to recover the original team's effect size by accounting for contextual variability and individual differences in compliance.
Nathaniel Dewey
Johns Hopkins University
Read the Original
This page is a summary of: Self-Affirmation Effects Are Produced by School Context, Student Engagement With the Intervention, and Time: Lessons From a District-Wide Implementation, Psychological Science, September 2018, SAGE Publications,
DOI: 10.1177/0956797618784016.
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