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Evaluating the Effectiveness of an Online Values Affirmation among First-Year College Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Evaluating the Effectiveness of an Online Values Affirmation among First-Year College Students./
作者:	Bayly, Benjamin Lewis.
面頁冊數:	1 online resource (97 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Social sciences education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355364507

Evaluating the Effectiveness of an Online Values Affirmation among First-Year College Students.
Bayly, Benjamin Lewis.

Evaluating the Effectiveness of an Online Values Affirmation among First-Year College Students. - 1 online resource (97 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--Washington State University, 2017.

Includes bibliographical references

This study tests the effectiveness through a randomized controlled trial (RCT) of a brief intervention referred to as the Values Affirmation (VA) delivered online to incoming first-year underrepresented racial minority (URM) and first-generation students (individuals whose parents did not graduate college). The intervention is thought to be non-intrusive and has shown to reduce academic achievement gaps among marginalized groups facing stereotype threat or with low levels of social belonging. Students receiving the intervention are instructed to select two or three of their most important values from a list, then prompted to write for 10--15 minutes about why these values are important to them.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355364507Subjects--Topical Terms:

1179940
Social sciences education.
Index Terms--Genre/Form:

554714
Electronic books.

Evaluating the Effectiveness of an Online Values Affirmation among First-Year College Students.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
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502 $a Thesis (Ph.D.)--Washington State University, 2017.
504 $a Includes bibliographical references
520 $a This study tests the effectiveness through a randomized controlled trial (RCT) of a brief intervention referred to as the Values Affirmation (VA) delivered online to incoming first-year underrepresented racial minority (URM) and first-generation students (individuals whose parents did not graduate college). The intervention is thought to be non-intrusive and has shown to reduce academic achievement gaps among marginalized groups facing stereotype threat or with low levels of social belonging. Students receiving the intervention are instructed to select two or three of their most important values from a list, then prompted to write for 10--15 minutes about why these values are important to them.
520 $a In past VA studies, the intervention has been delivered as an assignment, in-person, twice during a semester, at times thought to be particularly challenging (at the start of the semester and before midterm exams). In the current study adaptations were made to the context around the VA. The intervention was delivered online to a large sample of first-year URM and first-generation students, meaning students completed the intervention on their own and there was variability in when students completed the intervention. Additionally, a third condition was added to the study, which was similar to the VA protocol, but also included instructions to spend 10 minutes writing about behaviors students can engage in that are consistent with their values (committed action group). End of semester GPAs were collected and students (n = 586) completed surveys during week 2, during week 7 (before midterms), and at the end of the semester on their psychological flexibility, committed action, and internal motivation. Both direct and indirect effects of the treatment were assessed.
520 $a Results from regression analyses and structural equation modeling (SEM) indicated that the online VA was largely ineffective; with the only significant finding being treatment group membership predicting significantly higher levels of committed action at the end of the semester. Participants in the VA and VA plus committed action groups did not differ significantly on any variables of interest. The lack of significant findings suggests that the VA is largely context dependent and adaptations to the program can lead to ineffectiveness.
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