Randomised Controlled Trial of Self-Affirmation Intervention on Students’ Academic Performance: Promising Impacts on Students from Migrant Hukou Status

References

• Ma YN, Hou X, Huang J, et al. Educational inequality and achievement disparity: an empirical study of migrant children in China. Child Youth Serv Rev. 2018;87:145–153. doi:10.1016/j.childyouth.2018.02.026
   Web of Science ®Google Scholar
• Schultz TW. The value of the ability to deal with disequilibria. J Econ Lit. 1975;13(3):827–846.
   Web of Science ®Google Scholar
• Berkowitz R, Moore H, Astor RA, Benbenishty R. A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Rev Educ Res. 2017;87(2):425–469. doi:10.3102/0034654316669821
   Web of Science ®Google Scholar
• Kim SW, Cho H, Kim LY. Socioeconomic status and academic outcomes in developing countries: a meta-analysis. Rev Educ Res. 2019;89(6):875–916. doi:10.3102/0034654319877155
   Web of Science ®Google Scholar
• Liu J, Peng P, Luo L. The relation between family socioeconomic status and academic achievement in China: a meta–analysis. Educ Psychol Rev. 2020;32(1):49–76. doi:10.1007/s10648-019-09494-0
   Web of Science ®Google Scholar
• Qi D, Wu YC. Family’s social economic status and child educational outcomes in China: the mediating effects of parenting practices and children’s learning attitudes. Child Youth Serv Rev. 2020;2020:118.
   Google Scholar
• Rodriguez-Hernandez CF, Cascallar E, Kyndt E. Socioeconomic status and academic performance in higher education: a systematic review. Rev Educ Res. 2020;29:100305. doi:10.1016/j.edurev.2019.100305
   Web of Science ®Google Scholar
• Tesfagiorgis M, Tsegai S, Mengesha T, Craft J, Tessema M. The correlation between parental socioeconomic status (SES) and children’s academic achievement: the case of Eritrea. Child Youth Serv Rev. 2020;2020:116.
   Google Scholar
• Kraus MW, Piff PK, Mendoza-Denton R, Rheinschmidt ML, Keltner D. Social class, solipsism, and contextualism: how the rich are different from the poor. Psychol Rev. 2012;119(3):546–572. doi:10.1037/a0028756
   PubMed Web of Science ®Google Scholar
• Choudhary A, Singh A. Are daughters like mothers: evidence on intergenerational educational mobility among young females in India. Soc Indic Res. 2017;133(2):601–621. doi:10.1007/s11205-016-1380-8
   Web of Science ®Google Scholar
• Ryan S, Koczberski G, Curry GN, Germis E. Intra-household constraints on educational attainment in rural households in Papua New Guinea. Asia Pac Viewp. 2017;58(1):27–40.
   Web of Science ®Google Scholar
• Li SF, Xu QY, Xia RX. Relationship between SES and academic achievement of junior high school students in China: the mediating effect of self-concept. Front Psychol. 2020;2020:10.
   Google Scholar
• Malhi P, Bharti B, Sidhu M. Reading achievement of Indian children: role of home literacy environment. J Indian Acad Appl Psychol. 2017;43(1):49–58.
   Google Scholar
• Damian RI, Su R, Shanahan M, Trautwein U, Roberts BW. Can personality traits and intelligence compensate for background disadvantage? Predicting status attainment in adulthood. J Pers Soc Psychol. 2015;109(3):473–489. doi:10.1037/pspp0000024
   PubMed Web of Science ®Google Scholar
• Hochschild JL. Social class in public schools. J Soc Issues. 2003;59(4):821–840. doi:10.1046/j.0022-4537.2003.00092.x
   Web of Science ®Google Scholar
• Batool SM, Liu ZM. Exploring the relationships between socio-economic indicators and student enrollment in higher education institutions of Pakistan. PLoS One. 2021;16(12):e0261577. doi:10.1371/journal.pone.0261577
   PubMed Web of Science ®Google Scholar
• Xiong M, Ye YD. Mental health for the children of farmers who worked in city in China. Adv Psychol Sci. 2011;19(12):1798–1813. Chinese.
   Google Scholar
• Gennetian LA, Wolf S, Hill HD, Morris PA. Intrayear household income dynamics and adolescent school behavior. Demography. 2015;52(2):455–483. doi:10.1007/s13524-015-0370-9
   PubMed Web of Science ®Google Scholar
• Lin XY, Wang S, Wang MY, Ye Y. The effect mechanism of stigma perception on mental health among migrant children in Beijing. Acta Psychol Sin. 2009;41(10):967–979. Chinese. doi:10.3724/SP.J.1041.2009.00967
   Google Scholar
• Ulriksen R, Sagatun A, Zachrisson HD, Lervag T, Lervåg AO. Social support and socioeconomic status predict secondary students’ grades and educational plans indifferently across immigrant groups and gender. Scand J Educ Res. 2015;59(6):357. doi:10.1080/00313831.2014.965792
   Web of Science ®Google Scholar
• Chen SH, Main A, Zhou Q, Bunge SA, Lau N, Chu KR. Effortful control and early academic achievement of Chinese American children in immigrant families. Early Child Res Q. 2015;30:45–56. doi:10.1016/j.ecresq.2014.08.004
   Web of Science ®Google Scholar
• Leu JX, Yen IH, Gansk SA, Walton E, Adler NE, Takeuchi DT. The association between subjective social status and mental health among Asian immigrants: investigating the influence of age at immigration. Soc Sci Med. 2008;66(5):1152–1164. doi:10.1016/j.socscimed.2007.11.028
   PubMed Web of Science ®Google Scholar
• Adams VJ, Lombard CJ, Dhansay MA, Markus MB, Fincham JE. Efficacy of albendazole against.the-whipworm Trichuris trichiura - a randomised, controlled trial. S Afr Med J. 2004;94(12):972–976.
   PubMed Web of Science ®Google Scholar
• Fiske AP, Kitayama S, Markus HR, Nisbett RE. The cultural matrix of social psychology. In: Gilbert DT, Fiske ST, Lindzey G, editors. The Handbook of Social Psychology. New York: McGraw-Hill; 1998:915–981.
   Google Scholar
• Markus HR, Kitayama S. Culture, self, and the reality of the social. Psychol Inq. 2003;14(3–4):277–283.
   Web of Science ®Google Scholar
• Stephens NM, Markus HR, Fryberg SA. Social class disparities in health and education: reducing inequality by applying a sociocultural self model of behavior. Psychol Rev. 2012;119(4):723–744. doi:10.1037/a0029028
   PubMed Web of Science ®Google Scholar
• Hadden IR, Easterbrook MJ, Nieuwenhuis M, Fox KJ, Dolan P. Self-affirmation reduces the socioeconomic attainment gap in schools in England. Br J Educ Psychol. 2020;90(2):517–536. doi:10.1111/bjep.12291
   PubMed Web of Science ®Google Scholar
• Steele CM, Aronson J. Stereotype threat and the intellectual test performance of African Americans. J Pers Soc Psychol. 1995;69(5):797–811. doi:10.1037/0022-3514.69.5.797
   PubMed Web of Science ®Google Scholar
• Stephens NM, Hamedani MG, Destin M. Closing the social-class achievement gap: a difference-education intervention improves first-generation students’ academic performance and all students’ college transition. Psychol Sci. 2014;25(4):943–953. doi:10.1177/0956797613518349
   PubMed Web of Science ®Google Scholar
• Flore PC, Mulder J, Wicherts JM. The influence of gender stereotype threat on mathematics test scores of Dutch high school students: a registered report. Compr Results Soc Psychol. 2019;3(2):140–174. doi:10.1080/23743603.2018.1559647
   Google Scholar
• Durante F, Fiske ST. How social-class stereotypes maintain inequality. Curr Opin Psychol. 2017;18:43–48. doi:10.1016/j.copsyc.2017.07.033
   PubMed Web of Science ®Google Scholar
• Durante F, Tablante CB, Fiske ST. Poor but warm, rich but cold (and competent): social classes in the stereotype content model. J Soc Issues. 2017;73(1):138–157. doi:10.1111/josi.12208
   Web of Science ®Google Scholar
• Croizet JC, Claire T. Extending the concept of stereotype threat to social class: the intellectual underperformance of students from low socioeconomic backgrounds. Pers Soc Psychol Bull. 1998;24(6):588–594. doi:10.1177/0146167298246003
   Web of Science ®Google Scholar
• Croizet JC, Dutrévis M. Socioeconomic status and intelligence: why test scores do not equal merit. J Poverty. 2004;8(3):91–107. doi:10.1300/J134v08n03_05
   Google Scholar
• Harrison LA, Stevens CM, Monty AN, Coakley CA. The consequences of stereotype threat on the academic performance of White and non–White lower income college students. Soc Psychol Educ. 2006;9(3):341–357. doi:10.1007/s11218-005-5456-6
   Google Scholar
• Spencer B, Castano E. Social class is dead. Long live social class! Stereotype threat among low socioeconomic status individuals. Soc Justice Res. 2007;20(4):418–432. doi:10.1007/s11211-007-0047-7
   Google Scholar
• Hanselman P, Bruch SK, Gamoran A, Borman GD. Threat in context: school moderation of the impact of social identity threat on racial/ethnic achievement gaps. Sociol Educ. 2014;87(2):106–124. doi:10.1177/0038040714525970
   Web of Science ®Google Scholar
• O’Brien LT, Crandall CS. Stereotype threat and arousal: effects on women’s math performance. Pers Soc Psychol Bull. 2003;29(6):782–789. doi:10.1177/0146167203029006010
   PubMed Web of Science ®Google Scholar
• Smith JL, Brown ER, Thoman DB, Deemer ED. Losing its expected communal value: how stereotype threat undermines women’s identity as research scientists. Soc Psychol Educ. 2015;18(3):443–466. doi:10.1007/s11218-015-9296-8
   Web of Science ®Google Scholar
• Mo QQ, He W. An experimental study of the effects of stereotype threat on the working memory of children of farmer-turned migrant workers in cities. Chin J Spec Educ. 2014;2:85–89. Chinese.
   Google Scholar
• Badea C, Sherman DK. Self-affirmation and prejudice reduction: when and why? Curr Dir Psychol Sci. 2019;28(1):40–46. doi:10.1177/0963721418807705
   Web of Science ®Google Scholar
• Harackiewicz JM, Canning EA, Tibbetts Y, et al. Closing the social class achievement gap for first-generation students in undergraduate biology. J Educ Psychol. 2014;106(2):375–389. doi:10.1037/a0034679
   PubMed Web of Science ®Google Scholar
• Cohen GL, Sherman DK. The psychology of change: self-affirmation and social psychological intervention. Annu Rev Psychol. 2014;65:333–371. doi:10.1146/annurev-psych-010213-115137
   PubMed Web of Science ®Google Scholar
• Sherman DK, Cohen GL. The psychology of self-defense: self-affirmation theory. Adv Exp Soc Psychol. 2006;38:183–242.
   Web of Science ®Google Scholar
• Sherman DK, Cohen GL, Nelson LD, Nussbaum AD, Bunyan DP, Garcia J. Affirmed yet unaware: exploring the role of awareness in the process of self-affirmation. J Pers Soc Psychol. 2009;97(5):745–764. doi:10.1037/a0015451
   PubMed Web of Science ®Google Scholar
• Steele CM. The psychology of self-affirmation: sustaining the integrity of the self. Adv Exp Soc Psychol. 1988;21:261–302.
   Google Scholar
• Aronson J, Cohen G, Nail PR. Self-affirmation theory: an update and appraisal. In: Harmon-Jones E, editor. Cognitive Dissonance: Reexamining a Pivotal Theory in Psychology. American Psychological Association; 2019:159–174.
   Google Scholar
• Sherman DK, Cohen GL. Accepting threatening information: self-affirmation and the reduction of defensive biases. Curr Dir Psychol Sci. 2002;11(4):119–123. doi:10.1111/1467-8721.00182
   Web of Science ®Google Scholar
• Liu CH, Huang PS. Beneficial effects of self-affirmation on motivation and performance reduced in students hungry for others’ approval. Contemp Educ Psychol. 2019;56:1–13. doi:10.1016/j.cedpsych.2018.10.008
   Web of Science ®Google Scholar
• Easterbrook MJ, Harris PR, Sherman DK. Self-affirmation theory in educational contexts. J Soc Issues. 2021;77(3):683–701. doi:10.1111/josi.12459
   Web of Science ®Google Scholar
• See BH, Morris R, Gorard S, et al. A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England. Educ Res Eval. 2022;27(1–2):83–116. doi:10.1080/13803611.2021.2022317
   Web of Science ®Google Scholar
• Heine SJ, Lehman DR. Culture, dissonance, and self-affirmation. Pers Soc Psychol Bull. 1997;23(4):389–400. doi:10.1177/0146167297234005
   Web of Science ®Google Scholar
• Cohen GL, Garcia J. Identity, belonging, and achievement: a model, interventions, implications. Curr Dir Psychol Sci. 2008;17(6):365–369. doi:10.1111/j.1467-8721.2008.00607.x
   Web of Science ®Google Scholar
• Cook JE, Purdie-Vaughns V, Garcia J, Cohen GL. Chronic threat and contingent belonging: protective benefits of values affirmation on identity development. J Pers Soc Psychol. 2012;102(3):479–496. doi:10.1037/a0026312
   PubMed Web of Science ®Google Scholar
• Yeager DS, Walton GM. Social-psychological interventions in education: they’re not magic. Rev Educ Res. 2011;81(2):267–301. doi:10.3102/0034654311405999
   Web of Science ®Google Scholar
• McQueen A, Klein WMP. Experimental manipulations of self-affirmation: a systematic review. Self Identity. 2006;5(4):289–354. doi:10.1080/15298860600805325
   Web of Science ®Google Scholar
• Sherman DK. Self–affirmation: understanding the effects. Soc Personal Psychol Compass. 2013;7(11):834–845. doi:10.1111/spc3.12072
   Google Scholar
• Napper L, Harris PR, Epton T. Developing and testing a self-affirmation manipulation. Self Identity. 2009;8(1):45–62. doi:10.1080/15298860802079786
   Web of Science ®Google Scholar
• Spencer SJ. The effect of stereotype vulnerability on women’s math performance. Diss Abstr Int. 1994;54(7–B):3903.
   Google Scholar
• Gandara P, Contreras F. The Latino education crisis: the consequences of failed social policies. Libr J. 2009;133(19):80–88.
   Web of Science ®Google Scholar
• Jury M, Smeding A, Stephens NM, Nelson JE, Aelenei C, Darnon C. The experience of low-SES students in higher education: psychological barriers to success and interventions to reduce social-class inequality. J Soc Issues. 2017;73(1):23–41. doi:10.1111/josi.12202
   Web of Science ®Google Scholar
• Tropp LR, Wright SC. Evaluations and perceptions of self, ingroup, and outgroup: comparisons between Mexican-American and European-American children. Self Identity. 2003;2(3):203–221. doi:10.1080/15298860309028
   Web of Science ®Google Scholar
• Hoshino-Browne E, Zanna AS, Spencer SJ, Zanna MP, Kitayama S, Lackenbauer S. On the cultural guises of cognitive dissonance: the case of Easterners and Westerners. J Pers Soc Psychol. 2005;89(3):294–310. doi:10.1037/0022-3514.89.3.294
   PubMed Web of Science ®Google Scholar
• Bailey SR. Transformative Experiential Impacts on Students: An Intervention. University of Northern Colorado; 2018.
   Google Scholar
• Altschul I, Oyserman D, Bybee D. Racial-ethnic self-schemas and segmented assimilation: identity and the academic achievement of Hispanic youth. Soc Psychol Q. 2008;71(3):302–320. doi:10.1177/019027250807100309
   Web of Science ®Google Scholar