Self‐affirmation theory in educational contexts. (29th June 2021)

• Record Type: Journal Article
• Authors: Easterbrook, Matthew J.; Harris, Peter R.; Sherman, David K.
• Other Names: Easterbrook Matthew J. guestEditor.; Harris Peter R. guestEditor.; Sherman David K. guestEditor.
• Is Part Of: Journal of social issues. Volume 77:Number 3(2021)
• Page Start: 683
• Page End: 701
• Publication Date: 2021-06-29
• Subjects: Social problems -- Periodicals; Social psychology -- Periodicals; United States -- Social conditions -- 1945- -- Periodicals; Sociology; Psychology, Social; Problèmes sociaux -- Périodiques; Psychologie sociale -- Périodiques; États-Unis -- Conditions sociales -- 1945- -- Périodiques; Sociale psychologie; Electronic journals; 305
• DOI: 10.1111/josi.12459
• Languages: English
• ISSNs: 0022-4537

Abstract

Abstract: Self‐affirmation, operationalized as value‐affirmation interventions, can have long‐term beneficial effects on the academic performance and trajectories of members of negatively stereotyped groups, thus reducing achievement gaps. Yet, there is significant heterogeneity in the effectiveness of value affirmations, and we do not yet have a clear understanding of why. In this introduction to the special issue, we review the literature on self‐affirmation theory in educational contexts, providing overviews of the heterogeneity in the effectiveness of affirmation interventions, the methods of implementation, potential moderators, and underling processes. We identify several questions that are important for researchers to address, the answers to which would progress the field towards being able to more confidently implement value‐affirmations in contexts in which, and/or for groups for whom, they are most likely to produce benefits. We then introduce the articles included in this special issue, which showcase several of the latest theoretical and empirical advances to self‐affirmation theory in educational contexts.