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Randomised Controlled Trial of Self-Affirmation Intervention on Students’ Academic Performance: Promising Impacts on Students from Migrant Hukou Status

PURPOSE: Drawing from the sociocultural-self model, this study aims to examine the influence of self-affirmation on the academic outcomes of lower-class migrant students, as well as the psychological mechanism underlying this phenomenon. PATIENTS AND METHODS: A field experiment was conducted at a co...

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Autores principales: Yang, Jilong, Zhao, Yue, Ji, Yuexin, Ma, Jiaxin, Li, Lanyu, Hu, Xiaoyong
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Dove 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10488749/
https://www.ncbi.nlm.nih.gov/pubmed/37693329
http://dx.doi.org/10.2147/PRBM.S419112
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author Yang, Jilong
Zhao, Yue
Ji, Yuexin
Ma, Jiaxin
Li, Lanyu
Hu, Xiaoyong
author_facet Yang, Jilong
Zhao, Yue
Ji, Yuexin
Ma, Jiaxin
Li, Lanyu
Hu, Xiaoyong
author_sort Yang, Jilong
collection PubMed
description PURPOSE: Drawing from the sociocultural-self model, this study aims to examine the influence of self-affirmation on the academic outcomes of lower-class migrant students, as well as the psychological mechanism underlying this phenomenon. PATIENTS AND METHODS: A field experiment was conducted at a comprehensive secondary school in the southern region of China. Our study sample comprised 1534 immigrant students from diverse regions across the country, with an average proportion of 59.6% of students registered with a rural hukou. The hukou system plays a pivotal role in measuring social class in China, thus it was used as a proxy for lower and higher social class, with rural hukou students considered to be lower-class and urban hukou students considered to be higher-class. Prior to the English test, students in the self-affirmed group were engaged in a brief writing exercise that focused on their core values, whereas the control group wrote about a neutral topic. RESULTS: The primary outcome of interest was the effect of self-affirmation on English test scores, whereas the secondary outcome was the students’ survey stereotype threat. The results exhibit that self-affirmation more significantly improved the English test performance of lower-class students compared to higher-class students, and this positive effect was mediated by reducing stereotype threat. CONCLUSION: Our findings unravel the impact of self-affirmation on the academic performance of migrant students from different social classes and signify the mediating role of stereotype threat in this process. The present study extends previous findings to students from immigrant families in the Chinese cultural context, and these findings demonstrate that self-affirmation can constitute a promising intervention for stereotype threat and achievement gaps due to social class differences in immigrant family groups. Considering that this intervention takes only about 15 minutes of time, entails almost zero cost, does no harm, and that it focuses on disadvantaged immigrant students, it may provide valuable insights for educational policies to be implemented in a new type of migrant city such as Shenzhen.
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spelling pubmed-104887492023-09-09 Randomised Controlled Trial of Self-Affirmation Intervention on Students’ Academic Performance: Promising Impacts on Students from Migrant Hukou Status Yang, Jilong Zhao, Yue Ji, Yuexin Ma, Jiaxin Li, Lanyu Hu, Xiaoyong Psychol Res Behav Manag Original Research PURPOSE: Drawing from the sociocultural-self model, this study aims to examine the influence of self-affirmation on the academic outcomes of lower-class migrant students, as well as the psychological mechanism underlying this phenomenon. PATIENTS AND METHODS: A field experiment was conducted at a comprehensive secondary school in the southern region of China. Our study sample comprised 1534 immigrant students from diverse regions across the country, with an average proportion of 59.6% of students registered with a rural hukou. The hukou system plays a pivotal role in measuring social class in China, thus it was used as a proxy for lower and higher social class, with rural hukou students considered to be lower-class and urban hukou students considered to be higher-class. Prior to the English test, students in the self-affirmed group were engaged in a brief writing exercise that focused on their core values, whereas the control group wrote about a neutral topic. RESULTS: The primary outcome of interest was the effect of self-affirmation on English test scores, whereas the secondary outcome was the students’ survey stereotype threat. The results exhibit that self-affirmation more significantly improved the English test performance of lower-class students compared to higher-class students, and this positive effect was mediated by reducing stereotype threat. CONCLUSION: Our findings unravel the impact of self-affirmation on the academic performance of migrant students from different social classes and signify the mediating role of stereotype threat in this process. The present study extends previous findings to students from immigrant families in the Chinese cultural context, and these findings demonstrate that self-affirmation can constitute a promising intervention for stereotype threat and achievement gaps due to social class differences in immigrant family groups. Considering that this intervention takes only about 15 minutes of time, entails almost zero cost, does no harm, and that it focuses on disadvantaged immigrant students, it may provide valuable insights for educational policies to be implemented in a new type of migrant city such as Shenzhen. Dove 2023-09-04 /pmc/articles/PMC10488749/ /pubmed/37693329 http://dx.doi.org/10.2147/PRBM.S419112 Text en © 2023 Yang et al. https://creativecommons.org/licenses/by-nc/3.0/This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/ (https://creativecommons.org/licenses/by-nc/3.0/) ). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php).
spellingShingle Original Research
Yang, Jilong
Zhao, Yue
Ji, Yuexin
Ma, Jiaxin
Li, Lanyu
Hu, Xiaoyong
Randomised Controlled Trial of Self-Affirmation Intervention on Students’ Academic Performance: Promising Impacts on Students from Migrant Hukou Status
title Randomised Controlled Trial of Self-Affirmation Intervention on Students’ Academic Performance: Promising Impacts on Students from Migrant Hukou Status
title_full Randomised Controlled Trial of Self-Affirmation Intervention on Students’ Academic Performance: Promising Impacts on Students from Migrant Hukou Status
title_fullStr Randomised Controlled Trial of Self-Affirmation Intervention on Students’ Academic Performance: Promising Impacts on Students from Migrant Hukou Status
title_full_unstemmed Randomised Controlled Trial of Self-Affirmation Intervention on Students’ Academic Performance: Promising Impacts on Students from Migrant Hukou Status
title_short Randomised Controlled Trial of Self-Affirmation Intervention on Students’ Academic Performance: Promising Impacts on Students from Migrant Hukou Status
title_sort randomised controlled trial of self-affirmation intervention on students’ academic performance: promising impacts on students from migrant hukou status
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10488749/
https://www.ncbi.nlm.nih.gov/pubmed/37693329
http://dx.doi.org/10.2147/PRBM.S419112
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