Effects of a brief self-affirmation writing intervention among 7(th) graders in Germany
- We tested whether a brief self-affirmation writing intervention protected against identity-threats (i.e., stereotyping and discrimination) for adolescents' school-related adjustment. The longitudinal study followed 639 adolescents in Germany (65% of immigrant descent, 50% female, M-age = 12.35 years, SDage = .69) from 7(th) grade (pre-intervention at T1, five to six months post-intervention at T2) to the end of 8(th) grade (one-year follow-up at T3). We tested for direct and moderated (by heritage group, discrimination, classroom cultural diversity climate) effects using regression and latent change models. The self-affirmation intervention did not promote grades or math competence. However, in the short-term and for adolescents of immigrant descent, the intervention prevented a downward trajectory in mastery reactions to academic challenges for those experiencing greater discrimination. Further, it protected against a decline in behavioral school engagement for those in positive classroom cultural diversity climates. In the long-termWe tested whether a brief self-affirmation writing intervention protected against identity-threats (i.e., stereotyping and discrimination) for adolescents' school-related adjustment. The longitudinal study followed 639 adolescents in Germany (65% of immigrant descent, 50% female, M-age = 12.35 years, SDage = .69) from 7(th) grade (pre-intervention at T1, five to six months post-intervention at T2) to the end of 8(th) grade (one-year follow-up at T3). We tested for direct and moderated (by heritage group, discrimination, classroom cultural diversity climate) effects using regression and latent change models. The self-affirmation intervention did not promote grades or math competence. However, in the short-term and for adolescents of immigrant descent, the intervention prevented a downward trajectory in mastery reactions to academic challenges for those experiencing greater discrimination. Further, it protected against a decline in behavioral school engagement for those in positive classroom cultural diversity climates. In the long-term and for all adolescents, the intervention lessened an upward trajectory in disruptive behavior. Overall, the self-affirmation intervention benefited some aspects of school-related adjustment for adolescents of immigrant and non-immigrant descent. The intervention context is important, with classroom cultural diversity climate acting as a psychological affordance enhancing affirmation effects. Our study supports the ongoing call for theorizing and empirically testing student and context heterogeneity to better understand for whom and under which conditions this intervention may work.…
Verfasserangaben: | Linda P. JuangORCiDGND, Maja SchachnerORCiDGND, Tuğçe AralORCiD, Miriam SchwarzenthalORCiDGND, David Khisoni KunyuORCiD, Hanna LöhmannsröbenGND |
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DOI: | https://doi.org/10.1007/s11218-023-09789-9 |
ISSN: | 1381-2890 |
ISSN: | 1573-1928 |
Titel des übergeordneten Werks (Englisch): | Social psychology of education : an international journal |
Untertitel (Englisch): | testing for variations by heritage group, discrimination experiences and classroom diversity climate |
Verlag: | Springer |
Verlagsort: | Dordrecht |
Publikationstyp: | Wissenschaftlicher Artikel |
Sprache: | Englisch |
Datum der Erstveröffentlichung: | 23.05.2023 |
Erscheinungsjahr: | 2023 |
Datum der Freischaltung: | 13.05.2024 |
Freies Schlagwort / Tag: | Adolescents of immigrant; Brief self-affirmation writing intervention; Classroom cultural diversity; Germany; School-related adjustment; climate; descent |
Seitenanzahl: | 35 |
Fördernde Institution: | German Research Foundation (DFG) [335746752] |
Organisationseinheiten: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department für Inklusionspädagogik |
DDC-Klassifikation: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung | |
Peer Review: | Referiert |
Publikationsweg: | Open Access / Hybrid Open-Access |
Lizenz (Deutsch): | CC-BY - Namensnennung 4.0 International |