| Title: |
Values Affirmation Intervention to Promote Enhanced Goal Setting among Students |
| Language: |
English |
| Authors: |
Fotuhi, Omid; Krueger, Kori L.; Sims, Michelle D.; Howe, Julia L.; Ponce, Dawn M. |
| Source: |
Grantee Submission. 2021. |
| Peer Reviewed: |
Y |
| Page Count: |
37 |
| Publication Date: |
2021 |
| Sponsoring Agency: |
Office of Postsecondary Education (OPE) (ED), Hispanic-Serving Institutions (HSI) Division |
| Contract Number: |
P031C16001917 |
| Document Type: |
Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Values; Intervention; Goal Orientation; Academic Achievement; Psychological Patterns; Barriers; Student Attitudes; Student Behavior; Anxiety; Learner Engagement; College Students; Program Effectiveness |
| Geographic Terms: |
Arizona |
| Abstract: |
Students often experience psychological barriers that negatively impact their academic performance. For example, students may experience motivated disengagement and limited access to manageable and actionable strategies when needed. Past research has shown that scientifically informed interventions can mitigate such barriers and improve success outcomes. In the current project, we explored the utility of a values affirmation in mitigating an additional psychological barrier that students may experience--feelings of anxiety and threat that limit students' ability to use their cognitive and environmental resources to reach their maximum potential. We crafted a thoughtful intervention by combining a values affirmation and goal-setting activity and assessed students goal-related beliefs and behaviors, as well as success outcomes. Though we did not find strong evidence that the values affirmation positively affected students' goal beliefs and behaviors, we did find evidence that students greatly benefitted from the goal-setting activity and that students from under-represented groups in particularly benefitted most. We also found evidence that the goal-setting activity did activate threat and feelings of stress and anxiety, at least from some students. Implications and suggestions for future work exploring threat activation from goal-setting and the utility of interventions in mitigating threat are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
ED618391 |
| Database: |
ERIC |