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Updated: May 15, 2025

Assessment of Stress Effects on Cognitive Flexibility using an Operant Strategy Shifting Paradigm
Published on: May 4, 2020
Affirming both independent and interdependent values improves achievement for all students and mitigates cultural
Cameron A Hecht1, Stacy J Priniski2, Yoi Tibbetts3
1Population Research Center, University of Texas at Austin, Austin, Texas.
Abstract:
Many first-generation college students-whose parents have not obtained a 4-year college degree-experience a "cultural mismatch" due to a lack of alignment between the independent values of their university (consistent with the culture of higher education) and their own interdependent values (consistent with working-class culture). We documented this mismatch at a 4-year university (n = 465), and then tested a values-affirmation intervention in a laboratory study (n = 220) that encouraged students to affirm both independent values and interdependent values. We compared this intervention, which had not previously been tested in a 4-year university, to a standard values-affirmation intervention and control. This intervention increased first-generation students' perceptions of cultural match and improved achievement on a math test for all students, on average, by increasing confidence and reducing distraction on the test. Encouraging students to integrate independent and interdependent values may improve first-generation college students' experiences in higher education.
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