Chronic Threat and Contingent Belonging: Protective Benefits of Values Affirmation on Identity Development
Chronic Threat and Contingent Belonging: Protective Benefits of Values Affirmation on Identity Development
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DOI：
10.1037/a0026312
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发表时间：
2012-03-01
影响因子：
7.6
通讯作者：
Cohen, Geoffrey L.
中科院分区：
文献类型：
--
作者：
Cook, Jonathan E.;Purdie-Vaughns, Valerie;Cohen, Geoffrey L.
在一所中学进行了两个纵向田野实验，考察了两年多的时间里，一次简短的“价值观肯定”如何影响学生的心理体验，以及心理体验与环境威胁之间的关系。总而言之，这些研究表明，在关键的发展转型期间，价值观肯定可以使个人的归属感免受环境威胁。研究1对先前报道的一项研究的新数据进行了分析。控制条件下的非裔美国学生在中学期间感到归属感下降，表现差的学生在7年级下降更多，表现好的学生在8年级下降更多。这一肯定减少了这两组人的降幅。与肯定使归属感免受环境威胁的概念一致，肯定了非裔美国学生在学习I中的归属感在2年内波动较小，也变得不那么依赖于学业成绩。基于对发展敏感的干预可能具有长期益处的观点，研究2表明，如果在任何表现下降和随后的心理损失可能出现之前进行肯定干预，效果会更好。探讨了身份威胁和肯定在影响社会经验编码中的作用，以及对发展敏感期进行适时处理的相应重要性。
Two longitudinal field experiments in a middle school examined how a brief "values affirmation" affects students' psychological experience and the relationship between psychological experience and environmental threat over 2 years. Together these studies suggest that values affirmations insulate individuals' sense of belonging from environmental threat during a key developmental transition. Study 1 provided an analysis of new data from a previously reported study. African American students in the control condition felt a decreasing sense of belonging during middle school, with low-performing students dropping more in 7th grade and high-performing students dropping more in 8th grade. The affirmation reduced this decline for both groups. Consistent with the notion that affirmation insulates belonging from environmental threat, affirmed African American students' sense of belonging in Study I fluctuated less over 2 years and became less contingent on academic performance. Based on the idea that developmentally sensitive interventions can have long-lasting benefits, Study 2 showed that the affirmation intervention was more effective if delivered before any drop in performance and subsequent psychological toll could unfold. The role of identity threat and affirmation in affecting the encoding of social experience, and the corresponding importance of timing treatments to developmentally sensitive periods, are explored.