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Values Affirmation to Improve Teachers' Outcomes

NCT04241055 · Status: TERMINATED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 500

Last updated 2021-05-06

No results posted yet for this study

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.

Conditions

  • Psychological

Interventions

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).

BEHAVIORAL

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).

Sponsors & Collaborators

  • Stanford University

    collaborator OTHER

  • Relay Graduate School of Education

    collaborator UNKNOWN

  • Wake Forest University

    lead OTHER

Study Design

Allocation
RANDOMIZED
Purpose
OTHER
Masking
TRIPLE
Model
PARALLEL

Eligibility

Min Age
18 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2019-09-27
Primary Completion
2020-06-04
Completion
2020-06-04

Countries

  • United States

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT04241055 on ClinicalTrials.gov