A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England-Reference-Cited by-同舟云学术

A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England

Published:2022-01-31 Issue:1-2 Volume:27 Page:83-116
ISSN:1380-3611
Container-title:Educational Research and Evaluation
language:en
Short-container-title:Educational Research and Evaluation

Author:

See Beng Huat¹^ORCID,Morris Rebecca²^ORCID,Gorard Stephen¹^ORCID,Siddiqui Nadia¹^ORCID,Easterbrook Matthew J.³^ORCID,Nieuwenhuis Marlon³⁴^ORCID,Fox Kerry³⁵^ORCID,Harris Peter R.³^ORCID,Banerjee Robin³^ORCID

Affiliation:

1. School of Education, Durham University, Durham, UK

2. Centre for Education Studies, University of Warwick, Coventry, UK

3. School of Psychology, University of Sussex, Falmer, UK

4. Faculty of Behavioural, Management and Social Science, University of Twente, Enschede, the Netherlands

5. School of Humanities and Social Science, University of Brighton, Brighton, UK

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13803611.2021.2022317

Reference72 articles.

1. Theoretical, Ethical, and Policy Considerations for Conducting Social–Psychological Interventions to Close Educational Achievement Gaps

2. The impacts of a brief middle-school self-affirmation intervention help propel African American and Latino students through high school.

3. An Effort to Close Achievement Gaps at Scale Through Self-Affirmation

4. Self-Affirmation Effects Are Produced by School Context, Student Engagement With the Intervention, and Time: Lessons From a District-Wide Implementation

5. Class advantages and disadvantages are not so Black and White: intersectionality impacts rank and selves

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