Escobar-Soler Carolang, Berrios Raúl, Peñaloza-Díaz Gabriel, Melis-Rivera Carlos, Caqueo-Urízar Alejandra, Ponce-Correa Felipe, Flores Jerome
Programa de Doctorado en Psicología, Universidad de Tarapacá y Universidad Católica del Norte, Arica 1000000, Chile.
Centro de Justicia Educacional (CJE), Pontificia Universidad Católica de Chile, Santiago 7820436, Chile.
Healthcare (Basel). 2023 Dec 19;12(1):3. doi: 10.3390/healthcare12010003.
School and university can be stressful contexts that can become an important source of identity threats when social prejudices or stereotypes come into play. Self-affirmation interventions are key strategies for mitigating the negative consequences of identity threat. This meta-analysis aims to provide an overview of the effectiveness of self-affirmation interventions in educational settings. A peer-reviewed article search was conducted in January 2023. A total of 144 experimental studies that tested the effect of self-affirmation interventions in educational contexts among high school and university students from different social and cultural backgrounds were considered. The average effect of self-affirmation interventions was of low magnitude (+ = 0.41, z = 16.01, < 0.00), with a 95% confidence interval whose values tended to lie between 0.36 and 0.45 ( = 0.0253). In addition, moderators such as identity threat, participants' age, and intervention procedure were found. Through a meta-analysis of the impact of self-affirmation interventions in educational contexts, this study suggests that interventions are effective, resulting in a small mean effect size. Thus, self-affirmation interventions can be considered useful, brief, and inexpensive strategies to improve general well-being and performance in educational settings.
学校和大学可能是压力较大的环境，当社会偏见或刻板印象起作用时，它们可能成为身份认同威胁的重要来源。自我肯定干预是减轻身份认同威胁负面影响的关键策略。这项荟萃分析旨在概述自我肯定干预在教育环境中的有效性。2023年1月进行了同行评审文章搜索。共纳入了144项实验研究，这些研究测试了自我肯定干预对来自不同社会和文化背景的高中生和大学生在教育环境中的影响。自我肯定干预的平均效果较小（效应量=0.41，z=16.01，p<0.00），95%置信区间的值倾向于在0.36至0.45之间（异质性检验p=0.0253）。此外，还发现了身份认同威胁、参与者年龄和干预程序等调节因素。通过对自我肯定干预在教育环境中的影响进行荟萃分析，本研究表明这些干预是有效的，产生了较小的平均效应量。因此，自我肯定干预可被视为改善教育环境中总体幸福感和表现的有用、简短且低成本的策略。
