It's Not "That" You Said It, It's "How" You Said It: Exploring the Linguistic Mechanisms Underlying Values Affirmation Interventions at Scale

Autor/inn/en	Dowell, Nia M. M.; McKay, Timothy A.; Perrett, George
Titel	It's Not "That" You Said It, It's "How" You Said It: Exploring the Linguistic Mechanisms Underlying Values Affirmation Interventions at Scale
Quelle	In: AERA Open, 7 (2021) 1, (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dowell, Nia M. M.) ORCID (McKay, Timothy A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Gender Differences; Comparative Analysis; Natural Language Processing; Discourse Analysis; Connected Discourse; Psychological Patterns; Essays; Values; Student Attitudes; Outcomes of Treatment; Affective Behavior; Theory Practice Relationship; Intervention; STEM Education; Sex Stereotypes; Computational Linguistics; Computer Mediated Communication; Classroom Environment; Higher Education + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Natürliche Sprache; Diskursanalyse; Essay; Aufsatzunterricht; Wertbegriff; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Theorie-Praxis-Beziehung; STEM; Linguistics; Computerlinguistik; Computerkonferenz; Klassenklima; Unterrichtsklima; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Over the last decade, psychological interventions, such as the values affirmation intervention, have been shown to alleviate the male-female performance difference when delivered in the classroom, however, attempts to scale the intervention are less successful. This study provides unique evidence on this issue by reporting the observed differences between two randomized controlled implementations of the values affirmation intervention: (a) successful in-class and (b) unsuccessful online implementation at scale. Specifically, we use natural language processing to explore the discourse features that characterize successful female students' values affirmation essays to gain insight on the underlying mechanisms that contribute to the beneficial effects of the intervention. Our results revealed that linguistic dimensions related to aspects of cohesion, affective, cognitive, temporal, and social orientation, independently distinguished between males and females, as well as more and less effective essays. We discuss implications for the pipeline from theory to practice and for psychological interventions. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01