Treated students showed high fidelity to the cognitive process of values affirmation, while student engagement varied regardless of condition assignment¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Using the Fidelity to Treatment index, treated students showed high levels of fidelity to the cognitive process of values affirmation. → Dominique Bradley 2015 q3 i? Variation in student engagement existed regardless of whether students were assigned to treatment or control. → Dominique Bradley 2015 (2)

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

Content analysis of student exercise responses coded for whether the exercise met criteria for values-affirmation or attribute-affirmation. Figure 1 reports Fidelity to Treatment among treated students; the article describes levels as high.

"Using the index of Fidelity to Treatment (Self-Affirmation), we find high levels of fidelity to the cognitive process of values affirmation among treated students (see Figure 1)"

Dominique Bradley 2015 (2)¶

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

Content analysis of student responses across the trial found engagement varied in both treatment and control conditions, indicating engagement differences were not confined to the treated group.

"Further, we find that variation in student engagement exists regardless of condition assignment."

Discussion¶

Related Claims¶

• Fidelity of implementation varied substantially across schools and classrooms in the scaled-up values-affirmation trial, particularly in teacher-centered delivery — related
• Student and teacher engagement with the values-affirmation exercise declined notably by the fourth administration — 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
• A tension between the stealth and low-stress critical components may undermine values-affirmation delivery, with teachers sometimes breaking stealth — related