A Conceptual Replication Study of a Self-Affirmation Intervention to Improve the Academic Achievement of Low-Income Pupils in England

Autor/inn/en	See, Beng Huat; Morris, Rebecca; Gorard, Stephen; Siddiqui, Nadia; Easterbrook, Matthew J.; Nieuwenhuis, Marlon; Fox, Kerry; Harris, Peter R.; Banerjee, Robin
Titel	A Conceptual Replication Study of a Self-Affirmation Intervention to Improve the Academic Achievement of Low-Income Pupils in England
Quelle	In: Educational Research and Evaluation, 27 (2022) 1-2, S.83-116 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (See, Beng Huat) ORCID (Morris, Rebecca) ORCID (Gorard, Stephen) ORCID (Siddiqui, Nadia) ORCID (Easterbrook, Matthew J.) ORCID (Nieuwenhuis, Marlon) ORCID (Fox, Kerry) ORCID (Harris, Peter R.) ORCID (Banerjee, Robin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2021.2022317
Schlagwörter	Low Income Students; Secondary School Students; Intervention; Foreign Countries; Ethnic Groups; Minority Group Students; Self Concept; Academic Achievement; Poverty; Outcomes of Education; Stereotypes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sekundarschüler; Ausland; Ethnie; Selbstkonzept; Schulleistung; Armut; Lernleistung; Schulerfolg; Klischee
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11