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¶

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? Even with threats to fidelity of delivery and stealth, the intervention showed significant positive impacts on the intended audience, suggesting some aspects of delivery and stealth are less important as originally defined. → 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

The authors report, citing their impact analysis (Borman & Grigg, 2014), significant positive impacts on the intended audience despite low fidelity of some critical components, and interpret this as questioning the necessity of some originally specified delivery and stealth features.

"even with the threats to the fidelity of delivery and stealth we find significant impacts of the intervention on the intended audience (Borman & Grigg, 2014). These significant positive impacts despite low fidelity of some critical components suggests that there may be aspects of delivery and stealth that are less important as they are defined and understood in the original intervention protocol."

Discussion¶

Related Claims¶

• Student and teacher engagement with the values-affirmation exercise declined notably by the fourth administration — 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
• A district-wide randomized trial of values affirmation in 7th grade produced significant but relatively modest impacts compared to prior studies — related
• Treated students showed high fidelity to the cognitive process of values affirmation, while student engagement varied regardless of condition assignment — related