Psychological
Conditions
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.
Interventions
BEHAVIORALValues 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).
BEHAVIORALActive 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).
Sponsors
Stanford University
Relay Graduate School of Education
Wake Forest University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
TRIPLE (Subject, Caregiver, Outcomes Assessor)
Masking description
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).
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Must be teachers (current or prospective) affiliated with the Relay Graduate School of Education in the targeted classes/programs * 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.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| 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) 1. I have a good relationship with my students. 2. My students have a positive opinion of me. 3. I feel comfortable interacting with my students. 4. 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. |
Countries
United States
Outcome results
None listed