Values Affirmation to Improve Teachers' Outcomes

NCT04241055 | Terminated

• 1 other identifier: WakeFU
• Study Type: interventional
• Target: 500
• Locations: 1 country
• Sites: 1

Brief Summary

The purpose of this project is to examine whether a values affirmation intervention improves teacher-student relationships, classroom performance, and well-being of first-year teachers.

Conditions

Psychological

Outcome Measures

Primary Outcomes (3)

• Student-teacher relationships

  Teachers will complete a survey that includes a 4-item scale to assess the quality of their relationships with students (scale: 1=not at all true for me; 5=extremely true for me) 1. I have a good relationship with my students. 2. My students have a positive opinion of me. 3. I feel comfortable interacting with my students. 4. My students respect me.

  Approximately 6 months post-intervention

• Teacher well-being

  Teachers will complete a survey that assesses their well-being. Average scores for the individual scales (below) will be computed. Scales will then be averaged to create a composite score. Due to space constraints, the full text of the scales is available on the project's OSF page at https://osf.io/ju5gh/. Burnout (7 items; scale: 1=not at all true for/of me, 5=very much true for/of me; reverse-scored for composite) Self-integrity (3 items; scale: 1=strongly disagree, 7=strongly agree) Belonging (3 items; scale: 1=strongly disagree, 7=strongly agree) Belonging uncertainty (2 items; scale: 1=strongly disagree, 7=strongly agree) \[reverse-scored for composite\] Perceived stress (4 items; scale: 1=never, 5=very often) \[reverse-scored for composite\]

  Approximately 6 months post-intervention

• Classroom Assessment Scoring System (CLASS) - "Instructional Support" dimension

  To assess quality of teachers' instruction, we will use the "instructional support" dimension of the CLASS (https://curry.virginia.edu/classroom-assessment-scoring-system). Coding will be conducted by staff from the Relay Graduate School of Education or their designees.

  Approximately 6 months post-intervention

Study Arms (2)

Control

ACTIVE COMPARATOR

The "control" condition of a standard values affirmation intervention

Behavioral: Active control exercise

Values affirmation

EXPERIMENTAL

The "treatment" condition of a standard values affirmation intervention

Behavioral: Values affirmation exercise

Interventions

Values affirmation exercise BEHAVIORAL

In the experimental values affirmation condition, participants spend 10-15 minutes completing a guided reflection regarding values that are personally important (see Logel and Cohen, 2012; Brady, Griffiths, \& Cohen, in prep).

Values affirmation

Active control exercise BEHAVIORAL

In the active control condition, participants spend 10-15 minutes completing a guided reflection regarding values that are not personally important but could be important to someone else (see Logel and Cohen, 2012; Brady, Griffiths, \& Cohen, in prep).

Control

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Must be teachers (current or prospective) affiliated with the Relay Graduate School of Education in the targeted classes/programs
• Must consent to participate and begin the experimental (values affirmation or control) exercise

You may not qualify if:

• None
• Note: Our primary hypotheses focus on the effects of values affirmation for first-year teachers, particularly White first-year teachers at majority minority schools. Participants who are not White first-year teachers will be permitted in the study, but will not be included in confirmatory analyses.

Sponsors & Collaborators

• Wake Forest University: lead
• Stanford University: collaborator
• Relay Graduate School of Education: collaborator

Study Sites (1)

Wake Forest University (via online survey tool)

Winston-Salem, North Carolina, 27103, United States

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: TRIPLE
• Who Masked: PARTICIPANT, CARE PROVIDER, OUTCOMES ASSESSOR
• Masking Details: Participants will not know what the conditions are or which they are in. Staff from the collaborating organization will not know which conditions participants are in, and most staff members will not know details of the study. Researchers will not know which condition participants are in if/when they interact with participants (e.g., through email).
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: October 4, 2019
• First Posted: January 27, 2020
• Study Start: September 27, 2019
• Primary Completion: June 4, 2020
• Study Completion: June 4, 2020
• Last Updated: May 6, 2021

Record last verified: 2021-05

Locations

US (1)