Student and teacher engagement with the values-affirmation exercise declined notably by the fourth administration¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Both student and teacher engagement with the exercise declined notably by the fourth affirmation exercise, which the authors believe may have dampened the intervention's impact. → Dominique Bradley 2015

Evidence¶

Dominique Bradley 2015¶

Dominique Bradley, Evan Crawford, Sara E. Dahill-Brown. (2015). Fidelity of Implementation in a Large-Scale, Randomized, Field Trial: Identifying the Critical Components of Values Affirmation. SREE Spring 2015 Conference Abstract. https://eric.ed.gov/?id=ED562183

q3 · i? · causal · r2

Fidelity analysis across the four exercise administrations during the 2011-2012 school year found engagement declined by the fourth exercise for both students and teachers; the authors interpret this as a possible dampening effect on intervention impact.

"We find notable declines in both student and teacher engagement with the exercise by the fourth affirmation exercise. We believe that these results could indicate a dampening effect on the impact of the intervention in our sample."

Discussion¶

Related Claims¶

• A brief values-affirmation writing exercise raised African American seventh-graders' grades in two small field experiments, but a large same-district replication found no effect — related
• Significant positive impacts of values affirmation occurred despite low fidelity on some critical components, suggesting some delivery and stealth aspects may be less important than the original protocol defines them — related
• In a four-wave MOOC intervention study, statistically significant first-wave findings failed to replicate in subsequent preregistered waves — related
• A tension between the stealth and low-stress critical components may undermine values-affirmation delivery, with teachers sometimes breaking stealth — related
• Fidelity of implementation varied substantially across schools and classrooms in the scaled-up values-affirmation trial, particularly in teacher-centered delivery — related
• Treated students showed high fidelity to the cognitive process of values affirmation, while student engagement varied regardless of condition assignment — related