Effectiveness of Self-Affirmation Interventions in Educational Settings: A Meta-Analysis.

Autor: Escobar-Soler, Carolang, Berrios, Raúl, Peñaloza-Díaz, Gabriel, Melis-Rivera, Carlos, Caqueo-Urízar, Alejandra, Ponce-Correa, Felipe, Flores, Jerome
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Zdroj: Healthcare (2227-9032); Jan2024, Vol. 12 Issue 1, p3, 30p
Abstrakt: School and university can be stressful contexts that can become an important source of identity threats when social prejudices or stereotypes come into play. Self-affirmation interventions are key strategies for mitigating the negative consequences of identity threat. This meta-analysis aims to provide an overview of the effectiveness of self-affirmation interventions in educational settings. A peer-reviewed article search was conducted in January 2023. A total of 144 experimental studies that tested the effect of self-affirmation interventions in educational contexts among high school and university students from different social and cultural backgrounds were considered. The average effect of self-affirmation interventions was of low magnitude (dIG+ = 0.41, z = 16.01, p < 0.00), with a 95% confidence interval whose values tended to lie between 0.36 and 0.45 (SE = 0.0253). In addition, moderators such as identity threat, participants' age, and intervention procedure were found. Through a meta-analysis of the impact of self-affirmation interventions in educational contexts, this study suggests that interventions are effective, resulting in a small mean effect size. Thus, self-affirmation interventions can be considered useful, brief, and inexpensive strategies to improve general well-being and performance in educational settings. [ABSTRACT FROM AUTHOR]
Databáze: Complementary Index
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