Expected and Unexpected Long-Term Effects of Values Affirmation in School
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| Title: | Expected and Unexpected Long-Term Effects of Values Affirmation in School |
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| Language: | English |
| Authors: | Ian R. Hadden (ORCID |
| Source: | British Journal of Educational Psychology. 2024 94(4):1177-1191. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Self Esteem, Early Adolescents, Writing Exercises, Followup Studies, Longitudinal Studies, Values, High Stakes Tests, Standardized Tests, Adolescents, Mathematics Tests, Language Tests, English, Gender Differences, Socioeconomic Status |
| DOI: | 10.1111/bjep.12711 |
| ISSN: | 0007-0998 2044-8279 |
| Abstract: | Background: An earlier study in a school in England found that a series of brief values affirmation writing exercises, performed over the course of a school year by students aged 11-14, increased the mathematics attainment of students of low socioeconomic status (SES). Aims: This pre-registered follow-up of the original study aims to investigate the long-term effects of values affirmation on low-SES students' attainment. Sample: The sample consisted of all students in the analytical sample of the original study who remained at the school and for whom the necessary data were available, N = 409 (95 low-SES). Methods: The students' results in high-stakes national standardized assessments at age 16, taken two to four years after the affirmation, were analysed. Results: The evidence did not support the pre-registered hypotheses that values affirmation would raise the attainment of low-SES students in mathematics and English. However, exploratory analyses suggested that for low-SES students in two of the three-year groups, the intervention increased Attainment 8, a broad policy-relevant measure of academic attainment, and increased the attainment of boys in English (in particular English Literature) but reduced the corresponding attainment of girls. Conclusions: The results suggest that the benefits of values affirmation can differ by student cohort and by school subject and that they might be time-limited in some circumstances. This suggests a set of hypotheses that future research could test in order to advance understanding of when values affirmation is, and is not, successful for school students over a sustained period. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1447736 |
| Database: | ERIC |
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| Abstract: | Background: An earlier study in a school in England found that a series of brief values affirmation writing exercises, performed over the course of a school year by students aged 11-14, increased the mathematics attainment of students of low socioeconomic status (SES). Aims: This pre-registered follow-up of the original study aims to investigate the long-term effects of values affirmation on low-SES students' attainment. Sample: The sample consisted of all students in the analytical sample of the original study who remained at the school and for whom the necessary data were available, N = 409 (95 low-SES). Methods: The students' results in high-stakes national standardized assessments at age 16, taken two to four years after the affirmation, were analysed. Results: The evidence did not support the pre-registered hypotheses that values affirmation would raise the attainment of low-SES students in mathematics and English. However, exploratory analyses suggested that for low-SES students in two of the three-year groups, the intervention increased Attainment 8, a broad policy-relevant measure of academic attainment, and increased the attainment of boys in English (in particular English Literature) but reduced the corresponding attainment of girls. Conclusions: The results suggest that the benefits of values affirmation can differ by student cohort and by school subject and that they might be time-limited in some circumstances. This suggests a set of hypotheses that future research could test in order to advance understanding of when values affirmation is, and is not, successful for school students over a sustained period. |
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| ISSN: | 0007-0998 2044-8279 |
| DOI: | 10.1111/bjep.12711 |
