Social Identity and Achievement Gaps: Evidence From an Affirmation Intervention

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Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom (2017, background): “Not every intervention will replicate in every context, whether due to implementation challenges or other issues (e.g., Dee, 2015).”
The Psychology of the Affirmed Learner: Spontaneous Self-Affirmation in the Face of Stress. (2016, background): “That said, negative effects of affirmation have occasionally been observed for nonstereotyped students (Dee, 2015; Miyake et al., 2010; Vohs, Park, & Schmeichel, 2013).”
The Effects of Teacher Match on Students’ Academic Perceptions and Attitudes (2017, background): “Related research suggests that affirmation exercises abate stereotype threat (Cohen, Garcia, Apfel, & Master, 2006), though additional research has found that the effects may only emerge when moderated by supportive classroom environments (Dee, 2015).”
Nudging in education (2018, background): “However, a replication study undertaken on a larger US sample failed to replicate these results and on average found no statistically significant effect of the affirmation treatment (Dee, 2015).”