The psychology of change: self-affirmation and social psychological intervention.

By Geoffrey L. Cohen, D. Sherman. Annual Review of Psychology, 2014

1,043 citations recorded by the source corpus.

Subfields: Applied Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/7fe3234bd35d814caed6e3cf43a3f3ed76ecd6e2

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Citations in the corpus

The Hedonic Character of Nostalgia: An Integrative Data Analysis (2020, background): “Nevertheless, even small, short-term effects can produce larger, long-term benefits (Cohen & Sherman, 2014; Walton & Wilson, 2018). concluding remarks The recent accumulation of quantitative data allowed us to assess empirical support for the notion that nostalgia is an ambivalent emotion, thus…”
How do we get people into contact? Predictors of intergroup contact and drivers of contact seeking (2020, background): “…a positive group identity have been found to facilitate more open intergroup engagement on difficult issues (Čehajić-Clancy et al., 2011; Cohen & Sherman, 2014), while maintaining a sense of ethnic identity has been found to facilitate more positive integration and intergroup contact…”
Ethics, Values, Virtues, and Character Strengths in Mindfulness-Based Interventions: a Psychological Science Perspective (2015, background): “Significant changes in subsequent behavior are consistently observed (Cohen and Sherman 2014).”
Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School (2016, background): “…1985; Yeager, Purdie-Vaughns, et al., 2014), and helps test the theoretically predicted finding that the intervention is beneficial by stopping a recursive process by which poor performance begets worse performance over time (Cohen et al., 2009; see Cohen & Sherman, 2014; Yeager & Walton, 2011).”
Instructional interventions that motivate classroom learning. (2016, background): “Countless studies have documented that people’s views of themselves as having efficacy, agency, and integrity are key drivers of achievement motivation (see Bandura, 1978; Cohen & Sherman, 2014; Steele, 1988).”
A Three-Decade Retrospective on the Hostile Media Effect (2015, neutral): “Education, amplified by psychological self-affirmation (Cohen & Sherman, 2014), can perhaps reduce or temper hostile media effects.”
Transforming Experience: The Potential of Augmented Reality and Virtual Reality for Enhancing Personal and Clinical Change (2016, background): “the self can be both a barrier and a catalyst to change: people are motivated to maintain self-integrity (7); 3.”
RESILIENCE TRAINING THAT CAN CHANGE THE BRAIN (2018, background): “Threats to self-integrity can arise in response to a variety of mundane and grave circumstances, including being subjected to an insult or stereotype, job loss, or a medical diagnosis (Cohen & Sherman, 2014).”
Two brief interventions to mitigate a “chilly climate” transform women’s experience, relationships, and achievement in engineering. (2014, background): “Rather than focusing on the nature of the social environment, the intervention focuses students on themselves and thereby helps them cope (Cohen & Sherman, 2014).”
Fitting in or Opting Out: A Review of Key Social-Psychological Factors Influencing a Sense of Belonging for Women in Physics. (2016, background): “This “values-affirmation intervention” has a wide range of positive effects in academic settings [60].”
Preventing Symptoms of Depression by Teaching Adolescents That People Can Change (2015, background): “It suggests that it can be possible to weaken the effect of an environmental risk on mental health by precisely targeting relevant social-cognitive factors before negative, self-reinforcing patterns of thinking have an opportunity to gain momentum (Cohen & Sherman, 2014).”
Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2020, background): “…cycle is further strengthened as teachers and peers alter their perceptions of the students’ ability, thereby raising expectations and generating support for higher levels of academic challenge (Cohen & Sherman, 2014; Rosenthal & Jacobson, 1966; Timmermans, van der Werf, & Rubie-Davies, 2019).”
Feeling at Home in College: Fortifying School‐Relevant Selves to Reduce Social Class Disparities in Higher Education (2015, background): “The findings of this study coupled with other research on self-affirmation suggest that these interventions are effective because they foster a sense of fit in the academic and social environment (Cohen & Sherman, 2014; Cook et al., 2012; Shnabel et al., 2013).”