Values Affirmation to Improve Teachers' Outcomes
Study Details
Study Description
Brief Summary
The purpose of this project is to examine whether a values affirmation intervention improves teacher-student relationships, classroom performance, and well-being of first-year teachers.
| Condition or Disease | Intervention/Treatment | Phase |
|---|---|---|
|
N/A |
Study Design
Arms and Interventions
| Arm | Intervention/Treatment |
|---|---|
| Active Comparator: Control The "control" condition of a standard values affirmation intervention |
Behavioral: Active control exercise
In the active control condition, participants spend 10-15 minutes completing a guided reflection regarding values that are not personally important but could be important to someone else (see Logel and Cohen, 2012; Brady, Griffiths, & Cohen, in prep).
|
| Experimental: Values affirmation The "treatment" condition of a standard values affirmation intervention |
Behavioral: Values affirmation exercise
In the experimental values affirmation condition, participants spend 10-15 minutes completing a guided reflection regarding values that are personally important (see Logel and Cohen, 2012; Brady, Griffiths, & Cohen, in prep).
|
Outcome Measures
Primary Outcome Measures
- Student-teacher relationships [Approximately 6 months post-intervention]
Teachers will complete a survey that includes a 4-item scale to assess the quality of their relationships with students (scale: 1=not at all true for me; 5=extremely true for me) I have a good relationship with my students. My students have a positive opinion of me. I feel comfortable interacting with my students. My students respect me.
- Teacher well-being [Approximately 6 months post-intervention]
Teachers will complete a survey that assesses their well-being. Average scores for the individual scales (below) will be computed. Scales will then be averaged to create a composite score. Due to space constraints, the full text of the scales is available on the project's OSF page at https://osf.io/ju5gh/. Burnout (7 items; scale: 1=not at all true for/of me, 5=very much true for/of me; reverse-scored for composite) Self-integrity (3 items; scale: 1=strongly disagree, 7=strongly agree) Belonging (3 items; scale: 1=strongly disagree, 7=strongly agree) Belonging uncertainty (2 items; scale: 1=strongly disagree, 7=strongly agree) [reverse-scored for composite] Perceived stress (4 items; scale: 1=never, 5=very often) [reverse-scored for composite]
- Classroom Assessment Scoring System (CLASS) - "Instructional Support" dimension [Approximately 6 months post-intervention]
To assess quality of teachers' instruction, we will use the "instructional support" dimension of the CLASS (https://curry.virginia.edu/classroom-assessment-scoring-system). Coding will be conducted by staff from the Relay Graduate School of Education or their designees.
Eligibility Criteria
Criteria
Inclusion Criteria:
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Must be teachers (current or prospective) affiliated with the Relay Graduate School of Education in the targeted classes/programs
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Must consent to participate and begin the experimental (values affirmation or control) exercise
Exclusion Criteria:
- None
Note: Our primary hypotheses focus on the effects of values affirmation for first-year teachers, particularly White first-year teachers at majority minority schools. Participants who are not White first-year teachers will be permitted in the study, but will not be included in confirmatory analyses.
Contacts and Locations
Locations
| Site | City | State | Country | Postal Code | |
|---|---|---|---|---|---|
| 1 | Wake Forest University (via online survey tool) | Winston-Salem | North Carolina | United States | 27103 |
Sponsors and Collaborators
- Wake Forest University
- Stanford University
- Relay Graduate School of Education
Investigators
None specified.Study Documents (Full-Text)
None provided.More Information
Publications
None provided.- WakeFU