Can a Values Affirmation Improve the Classroom Outcomes and Well-being of K-12 Teachers?
试验速览
- 阶段
- 不适用
- 状态
- 终止
- 入组人数
- 500
- 试验地点
- 2
- 主要终点
- Classroom Assessment Scoring System (CLASS) - "Instructional Support" dimension
研究概览
简要总结
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Triple (Participant, Care Provider, Outcomes Assessor)
盲法说明
Participants will not know what the conditions are or which they are in. Staff from the collaborating organization will not know which conditions participants are in, and most staff members will not know details of the study. Researchers will not know which condition participants are in if/when they interact with participants (e.g., through email).
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •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
排除标准
- •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.
结局指标
主要结局
Classroom Assessment Scoring System (CLASS) - "Instructional Support" dimension
时间窗: Approximately 6 months post-intervention
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.
Student-teacher relationships
时间窗: Approximately 6 months post-intervention
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) 1. I have a good relationship with my students. 2. My students have a positive opinion of me. 3. I feel comfortable interacting with my students. 4. My students respect me.
Teacher well-being
时间窗: Approximately 6 months post-intervention
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) \[reverse-scored for composite\]
次要结局
未报告次要终点