Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap

By Geoffrey L. Cohen, J. García, Valerie Purdie-Vaughns, N. Apfel, Patricia Brzustoski. Science, 2009

726 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1fa34ef6657a016d283b17e642b21e442f5f8c18

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In Experimental and Cognitive Psychology

In Safety Research

In Sociology and Political Science

Citations in the corpus

Transition from high school to university: a person-centered approach to academic achievement (2016, background): “For example, students from the apprehensive profile might participate in psychosocial self-affirmation interventions that target their beliefs and feelings about the university in order to promote their confidence in their ability to succeed (Cohen et al. 2009).”
Reconciling self-protection with self-improvement: Self-affirmation theory. (2011, background): “Cohen and colleagues (Cohen et al., 2009) have focused on the recursive nature of selfaffirmation processes.”
The Grass Is Greener in Non-Science, Technology, Engineering, and Math Classes (2014, neutral): “Instead, interventions designed to address belonging concerns could be supplemented with strategies designed to bolster the self (e.g., through self-affirmation; see Cohen, Garcia, PurdieVaughns, Apfel, & Brzustoski, 2009) in order to address the self-esteem contingencies that make some women vulner”
Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning. (2014, background): “Poor performance can beget worsening performance in a downward spiral, increasing the risk of withdrawal from school, grade retention, disciplinary infractions, and health-risk behavior (Cohen et al., 2009; Resnick et al., 1997).”
An affirmed self and a better apology: The effect of self-affirmation on transgressors' responses to victims. (2014, background): “Past longitudinal work has demonstrated that self-affirmation interventions can have enduring effects by changing the trajectory of recursive processes (Cohen et al., 2009).”
Racial Inequality in the 21st Century: The Declining Significance of Discrimination. NBER Working Paper No. 16256. (2010, positive): “0.24 standard deviations on GPA for black students; 0.41 standard deviations on GPA for low-achieving black students Cohen et al. (2009) Success for All K - 5th This program is a school-wide program that focuses on early detection of and intervention around reading problems using a ability-level…”