Values Affirmation to Improve Teachers' Outcomes
|ClinicalTrials.gov Identifier: NCT04241055|
Recruitment Status : Recruiting
First Posted : January 27, 2020
Last Update Posted : January 27, 2020
|Condition or disease||Intervention/treatment||Phase|
|Psychological||Behavioral: Values affirmation exercise Behavioral: Active control exercise||Not Applicable|
|Study Type :||Interventional (Clinical Trial)|
|Estimated Enrollment :||800 participants|
|Intervention Model:||Parallel Assignment|
|Masking:||Triple (Participant, Care Provider, Outcomes Assessor)|
|Masking Description:||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).|
|Official Title:||Can a Values Affirmation Improve the Classroom Outcomes and Well-being of K-12 Teachers?|
|Actual Study Start Date :||September 27, 2019|
|Estimated Primary Completion Date :||September 20, 2020|
|Estimated Study Completion Date :||September 20, 2021|
Active Comparator: Control
The "control" condition of a standard values affirmation intervention
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).
Experimental: Values affirmation
The "treatment" condition of a standard values affirmation 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).
- Student-teacher relationships [ Time Frame: 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)
- 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.
- Teacher well-being [ Time Frame: 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]
- Classroom Assessment Scoring System (CLASS) - "Instructional Support" dimension [ Time Frame: 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.
Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT04241055
|Contact: Shannon Brady, PhDfirstname.lastname@example.org|
|Contact: Camilla Griffithsemail@example.com|