A meta-analysis of the effect of values affirmation on academic achievement
Zezhen Wu, Thees Spreckelsen and Geoffrey Cohen reviewed 58 studies of values affirmation and academic achievement in real classrooms. The benefit was small for students facing a social identity threat and negligible for other students, with considerable variation among threatened students. The variation was linked to a larger achievement gap in the control condition, greater school financial resources, more distant outcome measures and presenting the exercise as a normal classroom activity.
Zezhen Wu, Thees Spreckelsen and Geoffrey Cohen reviewed 58 studies of values affirmation and academic achievement in real classrooms. The benefit was small for students facing a social identity threat and negligible for other students, with considerable variation among threatened students. The variation was linked to a larger achievement gap in the control condition, greater school financial resources, more distant outcome measures and presenting the exercise as a normal classroom activity.
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doi:10.1111/josi.12415. Read at the level of the repository abstract.