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.

摘要

本文描述了一项独立评估的自我肯定干预的随机对照试验，复制了早期的研究，主要在美国与少数族裔学生进行。自我肯定理论表明，一些被污名化的群体，例如来自少数民族或贫困家庭的群体，面临着刻板印象的威胁，从而损害了他们的学业成绩。在此类威胁最为突出的情况下进行价值肯定写作活动可以使个人产生积极的价值感，消除有害情绪并促进学术学习。本研究涉及英格兰 10,807 名 14 至 16 岁的学生，表明干预可以成功地复制到英格兰社会经济背景较低的儿童。分析显示干预组的积极影响。完成更多练习的学生也表现更好。这些发现值得考虑，因为它几乎没有成本，也没有伤害。