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Values Affirmation to Improve Teachers' Outcomes

The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Know the risks and potential benefits of clinical studies and talk to your health care provider before participating. Read our disclaimer for details.
 
ClinicalTrials.gov Identifier: NCT04241055
Recruitment Status : Recruiting
First Posted : January 27, 2020
Last Update Posted : January 27, 2020
Sponsor:
Collaborators:
Stanford University
Relay Graduate School of Education
Information provided by (Responsible Party):
Wake Forest University

Brief 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.

Condition or disease Intervention/treatment Phase
Psychological Behavioral: Values affirmation exercise Behavioral: Active control exercise Not Applicable

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Study Type : Interventional  (Clinical Trial)
Estimated Enrollment : 800 participants
Allocation: Randomized
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).
Primary Purpose: Other
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

Arm Intervention/treatment
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).




Primary Outcome Measures :
  1. 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)

    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.

  2. 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]


  3. 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.



Information from the National Library of Medicine

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Ages Eligible for Study:   18 Years and older   (Adult, Older Adult)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   Yes
Criteria

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.


Information from the National Library of Medicine

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.

Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT04241055


Contacts
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Contact: Shannon Brady, PhD 4066727665 bradyst@wfu.edu
Contact: Camilla Griffiths camillag@stanford.edu

Locations
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United States, North Carolina
Wake Forest University (via online survey tool) Recruiting
Winston-Salem, North Carolina, United States, 27103
Contact: Shannon Brady, PhD    406-672-7665    bradyst@wfu.edu   
Contact: Camilla Griffiths       camillag@stanford.edu   
Sponsors and Collaborators
Wake Forest University
Stanford University
Relay Graduate School of Education
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Responsible Party: Wake Forest University
ClinicalTrials.gov Identifier: NCT04241055    
Other Study ID Numbers: WakeFU
First Posted: January 27, 2020    Key Record Dates
Last Update Posted: January 27, 2020
Last Verified: October 2019
Individual Participant Data (IPD) Sharing Statement:
Plan to Share IPD: Undecided

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Studies a U.S. FDA-regulated Drug Product: No
Studies a U.S. FDA-regulated Device Product: No