Values Affirmation to Improve Teachers' Outcomes

Psychological Clinical Trial

Official title:

Can a Values Affirmation Improve the Classroom Outcomes and Well-being of K-12 Teachers?

Clinical Trial Details — Status: Terminated

Administrative data

• NCT number: NCT04241055
• Other study ID #: WakeFU
• Status: Terminated
• Phase: N/A
• Start date: September 27, 2019
• Est. completion date: June 4, 2020

Study information

• Verified date: May 2021
• Source: Wake Forest University
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial 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.

Recruitment information / eligibility

• Status: Terminated
• Enrollment: 500
• Est. completion date: June 4, 2020
• Est. primary completion date: June 4, 2020
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 18 Years and older

Eligibility

Inclusion Criteria:

• 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

Exclusion Criteria:

• 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.

Related Conditions & MeSH terms

• Psychological

Intervention

Behavioral:
• Values affirmation exercise
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).
• Active control exercise
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).

Locations

Country	Name	City	State
United States	Wake Forest University (via online survey tool)	Winston-Salem	North Carolina

Sponsors (3)

Lead Sponsor	Collaborator
Wake Forest University	Relay Graduate School of Education, Stanford University

Country where clinical trial is conducted

United States, 

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	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); I have a good relationship with my students.; My students have a positive opinion of me.; I feel comfortable interacting with my students.; My students respect me.	Approximately 6 months post-intervention
Primary	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
Primary	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