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Clinical Trial Details — Status: Terminated

Administrative data

NCT number NCT04241055
Other study ID # WakeFU
Secondary ID
Status Terminated
Phase N/A
First received
Last updated
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
Health authority
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.

Study Design


Related Conditions & MeSH terms


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
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