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Affirming independence: Exploring mechanisms underlying a values affirmation intervention for first-generation

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A values-affirmation intervention improved grades for first-generation college students, with effects lasting three years. Focusing on independence, rather than interdependent values, was key to this academic success.

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Area of Science:

  • Psychology
  • Sociology
  • Education

Background:

  • First-generation college students often face academic challenges and belonging uncertainties.
  • Continuing-generation students typically achieve higher academic outcomes.
  • Values-affirmation interventions show promise in supporting first-generation students.

Purpose of the Study:

  • To assess the long-term impact of a values-affirmation intervention on first-generation college students' academic performance.
  • To investigate the mechanisms underlying the intervention's effectiveness, specifically the role of independent vs. interdependent values.
  • To determine if focusing on independence improves academic outcomes for first-generation students.

Main Methods:

  • Longitudinal follow-up of a previous study involving a values-affirmation intervention.
  • Comparison of GPAs between first-generation students in treatment and control groups three years post-intervention.
  • Experimental manipulation of writing about independent values in a separate study.

Main Results:

  • First-generation students receiving the values-affirmation intervention had a .18 GPA advantage three years later.
  • Reflecting on independent values, not interdependent values, was linked to higher grades and reduced belonging concerns.
  • Increased focus on independence in a laboratory setting improved math test performance.

Conclusions:

  • The positive effects of values affirmation on first-generation college students' academic performance can be long-lasting.
  • Encouraging first-generation students to focus on their independence is a viable strategy to enhance academic success.
  • Interventions should consider affirming independent values to support first-generation students in higher education.