Bayly Benjamin L, Bumpus Matthew F
The Methodology Center, Pennsylvania State University, University Park, PA, USA.
Department of Human Development, Washington State University, Pullman, WA, USA.
Educ Res Eval. 2019;25(5-6):248-269. doi: 10.1080/13803611.2020.1717542. Epub 2020 Jan 31.
Brief social-psychological interventions, like the values affirmation (VA), that target individual feelings of competency and buffer against social threats, have been shown to effectively reduce achievement gaps in randomised controlled trials. In the current study, underrepresented minority and first-generation college students in their first university semester ( = 496) were randomly assigned to receive the VA electronically or complete an online survey (control). Results revealed: (a) VA participants did not engage with the intervention in a manner typical of past VA studies that delivered the intervention as a class activity; (b) VA students had semester grade point averages (GPAs) than control students; and (c) contrary to previous studies, neither stereotype threat nor social belonging moderated the effectiveness of the VA. These findings further emphasise the importance of the context within which the VA is delivered and highlight the challenges that accompany increasing the reach of the VA through a widespread, online delivery.
简短的社会心理干预措施，如价值观确认（VA），旨在针对个体的能力感并缓冲社会威胁，在随机对照试验中已被证明能有效缩小成绩差距。在当前研究中，随机选取了在大学第一学期的代表性不足的少数族裔和第一代大学生（n = 496），将他们随机分配为以电子方式接受价值观确认干预或完成在线调查（对照组）。结果显示：（a）价值观确认干预组的参与者并未以过去将该干预作为课堂活动开展的研究中的典型方式参与干预；（b）价值观确认干预组的学生学期平均绩点（GPA）低于对照组学生；（c）与之前的研究相反，刻板印象威胁和社会归属感均未调节价值观确认干预的效果。这些发现进一步强调了实施价值观确认干预的背景的重要性，并突出了通过广泛的在线方式扩大价值观确认干预范围所面临的挑战。
