Affirming independence: Exploring mechanisms underlying a values affirmation intervention for first-generation students.
Affirming independence: Exploring mechanisms underlying a values affirmation intervention for first-generation students.
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肯定独立性：探索第一代学生价值观肯定干预背后的机制。
DOI：
10.1037/pspa0000049
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发表时间：
2016
影响因子：
7.6
通讯作者：
Hyde,JanetS
中科院分区：
文献类型：
--
作者：
Tibbetts,Yoi;Harackiewicz,JudithM;Canning,ElizabethA;Boston,JilanaS;Priniski,StacyJ;Hyde,JanetS
与连续一代学生（至少有一个父母拥有四年制大学学位）相比，第一代大学生（父母均没有四年制大学学位的学生）的成绩较低，并且更担心自己是否属于大学。我们对一项研究的参与者进行了纵向随访，在该研究中，价值观肯定干预提高了第一代大学生生物学课程的表现，发现这种治疗效果在三年后仍然持续存在。在接受治疗的情况下，第一代学生的平均 GPA 为。实施价值观肯定 3 年后，在对照条件下比第一代学生高 18 分（研究 1A）。我们通过测试价值观肯定效应是否基于第一代学生反思相互依赖的价值观（从而肯定他们与工人阶级文化一致的价值观）或独立价值观（从而肯定他们与高等教育文化一致的价值观）来探索机制。我们发现，当第一代学生写下他们的独立性时，他们获得了更高的成绩（无论是在实施价值观肯定的学期还是随后的学期），并且不太关心自己的背景。在一项单独的实验室实验（研究 2）中，我们控制了参与者书写独立性的程度，发现鼓励第一代学生更多地书写独立性可以提高他们在数学测试中的表现。这些研究强调了让 FG 学生关注自己独立性的潜力。
First-generation college students (students for whom neither parent has a 4-year college degree) earn lower grades and worry more about whether they belong in college, compared with continuing-generation students (who have at least 1 parent with a 4-year college degree). We conducted a longitudinal follow-up of participants from a study in which a values-affirmation intervention improved performance in a biology course for first-generation college students, and found that the treatment effect on grades persisted 3 years later. First-generation students in the treatment condition obtained a GPA that was, on average,. 18 points higher than first-generation students in the control condition, 3 years after values affirmation was implemented (Study 1A). We explored mechanisms by testing whether the values-affirmation effects were predicated on first-generation students reflecting on interdependent values (thus affirming their values that are consistent with working-class culture) or independent values (thus affirming their values that are consistent with the culture of higher education). We found that when first-generation students wrote about their independence, they obtained higher grades (both in the semester in which values affirmation was implemented and in subsequent semesters) and felt less concerned about their background. In a separate laboratory experiment (Study 2) we manipulated the extent to which participants wrote about independence and found that encouraging first-generation students to write more about their independence improved their performance on a math test. These studies highlight the potential of having FG students focus on their own independence.