Self‐affirmation theory in educational contexts
Author:
Affiliation:
1. School of Psychology University of Sussex Brighton East Sussex UK
2. Psychological and Brain Sciences University of California Santa Barbara California USA
Publisher
Wiley
Subject
General Social Sciences
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1111/josi.12459
Reference101 articles.
1. Self-Affirmation and Prejudice Reduction: When and Why?
2. Values and adolescents' self‐esteem: The role of value content and congruence with classmates
3. Theoretical, Ethical, and Policy Considerations for Conducting Social–Psychological Interventions to Close Educational Achievement Gaps
4. Securing self‐integrity over time: Self‐affirmation disrupts a negative cycle between psychological threat and academic performance
5. Bolstering trust and reducing discipline incidents at a diverse middle school: How self-affirmation affects behavioral conduct during the transition to adolescence
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4. Internal and external self-affirmation resources: validation and assessment of psychometric properties of the spontaneous self-affirmation measure using structural equation modeling;Frontiers in Psychology;2024-04-04
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