13803611.2021.pdf (3.41 MB)
A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England
Version 2 2023-06-12, 09:59
Version 1 2023-06-10, 00:45
journal contribution
posted on 2023-06-12, 09:59 authored by Beng Huat See, Rebecca Morris, Stephen Gorard, Nadia Siddiqui, Matthew EasterbrookMatthew Easterbrook, Marlon Nieuwenhuis, Kerry Fox, Pete HarrisPete Harris, Robin BanerjeeRobin BanerjeeThis paper describes an independently evaluated randomised controlled trial of a self-affirmation intervention, replicating earlier studies, mostly conducted in the US with ethnic minority students. Self-affirmation theory suggests that some stigmatised groups, such as those from ethnic minority or poor families, face stereotype threats which undermine their academic performance. Engaging in value affirmation writing activities when such threats are most salient can give individuals a positive sense of value, negating harmful feelings, and fostering academic learning. The present study, involving 10,807 pupils aged 14 to 16 in England showed that the intervention can be successfully replicated with children from low socioeconomic backgrounds in England. The analysis showed positive effects for the intervention group. Pupils who completed more exercises also performed better. The findings are worth consideration given that it costs virtually nothing and does no harm.
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Publication status
- Published
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- Published version
Journal
Educational Research and EvaluationISSN
1380-3611Publisher
Taylor & FrancisExternal DOI
Page range
1-34Department affiliated with
- Psychology Publications
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Special IssueFull text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2021-08-27First Open Access (FOA) Date
2022-02-07First Compliant Deposit (FCD) Date
2021-08-26Usage metrics
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