TY - JOUR
T1 - A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England
AU - See, Beng Huat
AU - Morris, Rebecca
AU - Gorard, Stephen
AU - Siddiqui, Nadia
AU - Easterbrook, Matthew
AU - Nieuwenhuis, Marlon
AU - Fox, Kerry Jane
AU - Harris, Peter
AU - Banerjee, Robin
PY - 2022/1/28
Y1 - 2022/1/28
N2 - This 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.
AB - This 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.
KW - randomised control trial
KW - self-affirmation
KW - conceptual replication
KW - stereotype threat
U2 - 10.1080/13803611.2021.2022317
DO - 10.1080/13803611.2021.2022317
M3 - Article
SN - 1744-4187
VL - 27
SP - 83
EP - 116
JO - Educational Research and Evaluation
JF - Educational Research and Evaluation
IS - 1-2
ER -