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Demystifying Values-Affirmation Interventions: Writing About Social Belonging Is a Key to Buffering Against Identity Threat
Abstract
Two experiments examined for the first time whether the specific content of participant-generated affirmation essays-in particular, writing about social belonging-facilitated an affirmation intervention's ability to reduce identity threat among negatively stereotyped students. Study 1, a field experiment, revealed that seventh graders assigned to a values-affirmation condition wrote about social belonging more than those assigned to a control condition. Writing about belonging, in turn, improved the grade point average (GPA) of Black, but not White students. In Study 2, using a modified "belonging-affirmation" intervention, we directly manipulated writing about social belonging before a math test described as diagnostic of math ability. The more female participants wrote about belonging, the better they performed, while there was no effect of writing about belonging for males. Writing about social belonging improved performance only for members of negatively stereotyped groups. Implications for self-affirmation theory and practice are discussed.
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“The changes in interpretations that these interventions trigger reduce students' sense of threat and boost their sense that they fit in the academic world, thus improving academic performance (Cook et al., 2012;Shnabel, Purdie-Vaughns, Cook, Garcia, & Cohen, 2013).”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Shnabel, Purdie-Vaughns, Cook, Garcia, & Cohen, 2013
In the citing paper
“As Table 1 also illustrates, people often affirm themselves by writing about their connections to other people and to purposes and projects outside themselves (Shnabel et al. 2013; see also Crocker et al. 2008).”
From The Psychology of Change: Self-Affirmation and Social Psychological Intervention (2014) · cites this paper as Shnabel et al. 2013
In the citing paper
“Indeed, many affirmation essays focus on unconditional sources of integrity, often from social relationships (Crocker et al. 2008, Shnabel et al. 2013).”
From The Psychology of Change: Self-Affirmation and Social Psychological Intervention (2014) · cites this paper as Shnabel et al. 2013
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The Psychology of Change: Self-Affirmation and Social Psychological Intervention
Cohen, G. L., & Sherman, D. K. (2014) · Annual Review of Psychology · doi:10.1146/annurev-psych-010213-115137 · Cited by 1,302
“Indeed, many affirmation essays focus on unconditional sources of integrity, often from social relationships (Crocker et al. 2008, Shnabel et al. 2013).”
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“…and able, increases psychological resources for coping with a threat (Cohen and Garcia 2008); consequently, a focal threat becomes less psychologically dire, which leads a person “to acknowledge the threat without negative effects on psychological well-being” (Shnabel et al. 2013, p. 664).”
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Improving Student Outcomes in Higher Education: The Science of Targeted Intervention
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Self-citation
Metadata
- Authors
- Shnabel, N., Purdie-Vaughns, V., Cook, J. E., Garcia, J., & Cohen, G. L.
- Affiliations
- Tel Aviv University (IL)
- Columbia University (US)
- University of Colorado Boulder (US)
- Stanford University (US)
- Venue
- Personality and Social Psychology Bulletin
- Publisher
- SAGE Publications
- Published
- 2013-03-10
- Volume
- 39
- Issue
- 5
- Pages
- 663-676
- ISSN
- 0146-1672 (ISSN-L)
- 1552-7433
- OpenAlex
- W1982130740
- Cited by
- 166
- References
- 66
- Citations by year
- 2026: 2 · 2025: 8 · 2024: 13 · 2023: 9 · 2022: 17 · 2021: 19 · 2020: 18 · 2019: 12 · 2018: 14 · 2017: 16 · 2016: 22 · 2015: 6 · 2014: 5 · 2013: 5
- FWCI
- 39.24
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Personality and Social Psychology Bulletin (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Science Foundation
- Yale University
- Topics
- Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
- Social Sciences › Psychology › Social Psychology › Death Anxiety and Social Exclusion
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Keywords
- self-affirmation theory, social belonging, identity threat, Black students, gender differences, mathematics achievement, stereotype threat
- MeSH terms
- Black or African American, Educational Status, Female, Humans, Male, Self Concept, Social Identification, Social Perception, Socioeconomic Factors, Stereotyping, Students, Writing, Logistic Models, White People
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