A district-wide randomized trial of values affirmation in 7th grade produced significant but relatively modest impacts compared to prior studies¶
Claim · All claims
Evidence · 1 study · causalr3·q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The MWAP district-wide randomized trial of values affirmation revealed important but relatively modest impacts compared to previous studies such as Cohen et al. and Sherman et al. → 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 · r3
The authors' own district-wide randomized trial: 7th-grade students in an urban Midwestern district were randomized within schools to treatment or control, with 1,049 consented students across 11 schools. The article reports the trial "revealed important, but relatively modest, impacts" relative to earlier studies.
"our district-wide randomized trial of values-affirmation revealed important, but relatively modest, impacts compared to previous studies (Cohen et al. 2006, 2009; Miyake et al. 20010; Sherman et al, 2013)"
Discussion¶
Related Claims¶
- 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 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
- Fidelity of implementation varied substantially across schools and classrooms in the scaled-up values-affirmation trial, particularly in teacher-centered delivery — related
- The intervention significantly benefited 6th-grade students but showed no significant effects for 7th or 8th graders — reports the opposite
- A policy report's narrative review states that values affirmation reduced stereotype-threat effects among middle-school students, with higher academic performance for Black students up to 7–9 years later — related
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