The Psychology of the Affirmed Learner: Spontaneous Self-Affirmation in the Face of Stress.

By Shannon T. Brady, S. Reeves, J. García, Valerie Purdie-Vaughns, Jonathan E. Cook, Suzanne Taborsky-Barba, Sarah Tomasetti, Eden M. Davis, Geoffrey L. Cohen. 2016

117 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/ae2d3dfe3213b461f353139a2dcb41d75bd27f1d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Psychology

1. D. Radecki
2. I. R. Hadden
3. M. Easterbrook
4. G. Tabibnia

In Experimental and Cognitive Psychology

1. D. Radecki
2. I. R. Hadden
3. M. Easterbrook
4. G. Tabibnia

In Safety Research

1. I. R. Hadden
2. M. Easterbrook

Citations in the corpus

• Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2020, background): “…2017; Hayes, Zinner, Wise, & Carton, 2019; E. O. Jones & Huey, 2020; Protzko & Aronson, 2016), and indeed some have found evidence of backfire effects for specific groups of students (Bayly & Bumpus, 2020; Brady et al., 2016; Cohen et al., 2006; Dee, 2015; Liu & Huang, 2019; Miyake et al., 2010).”
• RESILIENCE TRAINING THAT CAN CHANGE THE BRAIN (2018, background): “Similarly, writing about personal core values, such as relationships with loved ones or religion, buffered minority students against being negatively stereotyped and improved academic performance, even years after intervention (e.g., Brady et al., 2016).”