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Due to the pandemic, the primary dependent variables could not be collected as designed in the research plan
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| Name | Class |
|---|---|
| Stanford University | OTHER |
| Relay Graduate School of Education | UNKNOWN |
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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.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Control | Active Comparator | The "control" condition of a standard values affirmation intervention |
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| Values affirmation | Experimental | The "treatment" condition of a standard values affirmation intervention |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Values affirmation exercise | Behavioral | 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). |
| Measure | Description | Time Frame |
|---|---|---|
| Student-teacher relationships | 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)
| Approximately 6 months post-intervention |
| Teacher well-being | 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] | Approximately 6 months post-intervention |
| Classroom Assessment Scoring System (CLASS) - "Instructional Support" dimension | 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. | Approximately 6 months post-intervention |
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Inclusion Criteria:
Exclusion Criteria:
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.
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Wake Forest University (via online survey tool) | Winston-Salem | North Carolina | 27103 | United States |
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Participants will not know what the conditions are or which they are in. Staff from the collaborating organization will not know which conditions participants are in, and most staff members will not know details of the study. Researchers will not know which condition participants are in if/when they interact with participants (e.g., through email).
| Active control exercise | Behavioral | 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). |
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