Ian R Hadden, Peter R Harris, Matthew J Easterbrook
{"title":"学校价值观肯定的预期和意外长期效果。","authors":"Ian R Hadden, Peter R Harris, Matthew J Easterbrook","doi":"10.1111/bjep.12711","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>An earlier study in a school in England found that a series of brief values affirmation writing exercises, performed over the course of a school year by students aged 11-14, increased the mathematics attainment of students of low socioeconomic status (SES).</p><p><strong>Aims: </strong>This pre-registered follow-up of the original study aims to investigate the long-term effects of values affirmation on low-SES students' attainment.</p><p><strong>Sample: </strong>The sample consisted of all students in the analytical sample of the original study who remained at the school and for whom the necessary data were available, N = 409 (95 low-SES).</p><p><strong>Methods: </strong>The students' results in high-stakes national standardized assessments at age 16, taken two to four years after the affirmation, were analysed.</p><p><strong>Results: </strong>The evidence did not support the pre-registered hypotheses that values affirmation would raise the attainment of low-SES students in mathematics and English. However, exploratory analyses suggested that for low-SES students in two of the three-year groups, the intervention increased Attainment 8, a broad policy-relevant measure of academic attainment, and increased the attainment of boys in English (in particular English Literature) but reduced the corresponding attainment of girls.</p><p><strong>Conclusions: </strong>The results suggest that the benefits of values affirmation can differ by student cohort and by school subject and that they might be time-limited in some circumstances. This suggests a set of hypotheses that future research could test in order to advance understanding of when values affirmation is, and is not, successful for school students over a sustained period.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Expected and unexpected long-term effects of values affirmation in school.\",\"authors\":\"Ian R Hadden, Peter R Harris, Matthew J Easterbrook\",\"doi\":\"10.1111/bjep.12711\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>An earlier study in a school in England found that a series of brief values affirmation writing exercises, performed over the course of a school year by students aged 11-14, increased the mathematics attainment of students of low socioeconomic status (SES).</p><p><strong>Aims: </strong>This pre-registered follow-up of the original study aims to investigate the long-term effects of values affirmation on low-SES students' attainment.</p><p><strong>Sample: </strong>The sample consisted of all students in the analytical sample of the original study who remained at the school and for whom the necessary data were available, N = 409 (95 low-SES).</p><p><strong>Methods: </strong>The students' results in high-stakes national standardized assessments at age 16, taken two to four years after the affirmation, were analysed.</p><p><strong>Results: </strong>The evidence did not support the pre-registered hypotheses that values affirmation would raise the attainment of low-SES students in mathematics and English. However, exploratory analyses suggested that for low-SES students in two of the three-year groups, the intervention increased Attainment 8, a broad policy-relevant measure of academic attainment, and increased the attainment of boys in English (in particular English Literature) but reduced the corresponding attainment of girls.</p><p><strong>Conclusions: </strong>The results suggest that the benefits of values affirmation can differ by student cohort and by school subject and that they might be time-limited in some circumstances. This suggests a set of hypotheses that future research could test in order to advance understanding of when values affirmation is, and is not, successful for school students over a sustained period.</p>\",\"PeriodicalId\":51367,\"journal\":{\"name\":\"British Journal of Educational Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2024-07-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Educational Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1111/bjep.12711\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Educational Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/bjep.12711","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Expected and unexpected long-term effects of values affirmation in school.
Background: An earlier study in a school in England found that a series of brief values affirmation writing exercises, performed over the course of a school year by students aged 11-14, increased the mathematics attainment of students of low socioeconomic status (SES).
Aims: This pre-registered follow-up of the original study aims to investigate the long-term effects of values affirmation on low-SES students' attainment.
Sample: The sample consisted of all students in the analytical sample of the original study who remained at the school and for whom the necessary data were available, N = 409 (95 low-SES).
Methods: The students' results in high-stakes national standardized assessments at age 16, taken two to four years after the affirmation, were analysed.
Results: The evidence did not support the pre-registered hypotheses that values affirmation would raise the attainment of low-SES students in mathematics and English. However, exploratory analyses suggested that for low-SES students in two of the three-year groups, the intervention increased Attainment 8, a broad policy-relevant measure of academic attainment, and increased the attainment of boys in English (in particular English Literature) but reduced the corresponding attainment of girls.
Conclusions: The results suggest that the benefits of values affirmation can differ by student cohort and by school subject and that they might be time-limited in some circumstances. This suggests a set of hypotheses that future research could test in order to advance understanding of when values affirmation is, and is not, successful for school students over a sustained period.
期刊介绍:
The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including: - cognition - learning - motivation - literacy - numeracy and language - behaviour - social-emotional development - developmental difficulties linked to educational psychology or the psychology of education