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Cited by 19Education, Achievement, and GiftednessCareer Development and DiversitySchool Choice and Performance

Double jeopardy – Double remedy? The effectiveness of self-affirmation for improving doubly disadvantaged students' mathematical performance

Lokhande, Mohini, Müller, Tim·2019·Journal of School Psychology
DOI 10.1016/j.jsp.2019.07.006
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Abstract

This study examines the effectiveness of a self-affirmation intervention to improve academic achievement for students with a "double-jeopardy status" of belonging to two potentially disadvantaged groups at the same time: girls with a minority background. The method established in the U.S. is adapted to the German cultural context and evaluated for its immediate and medium-term efficacy on math achievement among girls as well as among ethnic minority youth after the transition to secondary school. We applied a double-blind pre-post experimental design with randomized treatment allocation in 11 schools (N = 820, seventh graders with various ethnic backgrounds). Following the intervention of a brief in-class writing assignment about their personal values, students performed a standardized mathematics test. A follow-up achievement test, but no intervention, was administered eight weeks later to assess the midterm effectiveness of the treatment. Between assessments students received a written feedback about their scores in the math test. The multi-level linear model results show that (1) double-jeopardy in math performance exists, as shown by independent negative effects of female gender and Turkish or Arab minority group membership; (2) Girls from all ethnic backgrounds and students with Turkish immigrant background in the intervention group performed significantly better in the mathematics test immediately after the intervention than their peers in the control group. (3) Eight w…

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  • In Germany, values affirmation increased scores of school students from immigrant but not other backgrounds in an attainment test taken 8 weeks later.

    “In this context, values affirmation increased the scores of school students from immigrant (but not other) backgrounds in an attainment test taken 8 weeks later (Lokhande & Müller, 2019).”

    From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Lokhande & Müller, 2019

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Authors
Lokhande, M., & Müller, T.
Affiliations
  • The Expert Council on Integration and Migration (DE)
  • Humboldt-Universität zu Berlin (DE)
Corresponding author
Lokhande, Mohini
ORCID
Venue
Journal of School Psychology
Publisher
Elsevier BV
Published
2019-08
Volume
75
Pages
58-73
ISSN
0022-4405 (ISSN-L)
DOI
10.1016/j.jsp.2019.07.006
OpenAlex
W2964413995
Cited by
19
References
0
Citations by year
2026: 2 · 2025: 2 · 2024: 1 · 2023: 2 · 2022: 1 · 2021: 9 · 2020: 1 · 2019: 1
FWCI
3.53
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • Journal of School Psychology (publishedVersion)
  • PubMed (publishedVersion)
Funders
Stiftung Mercator
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Safety Research › Career Development and Diversity
  • Social Sciences › Education › School Choice and Performance
Keywords
self-affirmation intervention, double jeopardy, mathematics achievement, ethnic minority students, gender and academic achievement, intervention effectiveness, high school mathematics
MeSH terms
Academic Performance, Adolescent, Child, Double-Blind Method, Ethnicity, Female, Humans, Male, Mathematics, Minority Groups, Schools, Self Concept, Students

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