Psychological Clinical Trial
Official title:
Can a Values Affirmation Improve the Classroom Outcomes and Well-being of K-12 Teachers?
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 |
Verified date | May 2021 |
Source | Wake Forest University |
Contact | n/a |
Is FDA regulated | No |
Health authority | |
Study type | Interventional |
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.
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. |
Country | Name | City | State |
---|---|---|---|
United States | Wake Forest University (via online survey tool) | Winston-Salem | North Carolina |
Lead Sponsor | Collaborator |
---|---|
Wake Forest University | Relay Graduate School of Education, Stanford University |
United States,
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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