Identity‐reframing interventions: How to effectively highlight individuals' background‐specific strengths

Bauer, Christina Anna; Walton, Gregory M.

doi:10.1111/spc3.12830

Cited by 3 publications

(1 citation statement)

References 42 publications

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“…Thus, those who perceive a stronger sense of identification with the field of physics (and likely perceive higher attainment, utility, and/or intrinsic values for that field) may perceive challenges in a course as more worthwhile and hence, less costly. A large body of research in social psychology has examined how to foster students' positive PRECURSORS OF COST PERCEPTIONS identification with particular academic fields and reduce identity threat (e.g., Smith et al, 2022;Bauer & Walton, 2023;Walton & Wilson, 2018), and research grounded more specifically in SEVT has begun to examine identity-relevant intervention approaches as well (Perez et al, 2022). These intervention approaches, which typically include self-reflections around how one's identity relates to a particular field, may therefore hold promise for reducing cost perceptions.…”

Section: Person-level Predictors Of Students' Cost Perceptionsmentioning

confidence: 99%

Precursors of Students’ Cost Perceptions: Identifying Proximal and Distal Antecedents

Allen,

Beymer,

Rosenzweig

2024

Preprint

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Studies of students’ cost perceptions have been prevalent in recent years; however, little work has examined what may precede the formation of these costs. In the present study, we examine proximal and distal precursors of students’ (N=351) weekly cost perceptions throughout a semester in college physics using a weekly diary survey. Costs were examined across four dimensions: task effort, outside effort, loss of valued alternatives, and emotional cost. Multilevel modeling indicated that weekly measures of belonging and self-regulated learning predicted lower levels of nearly all cost types. Additionally, baseline measures of students’ expectancies for success and physics identity were negatively related to most cost dimensions. Conversely, the number of credits students were enrolled in did not predict costs. This study contributes to better understanding how cost perceptions are formed and has implications for contributing to future interventions aimed at reducing costs.

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Section: Person-level Predictors Of Students' Cost Perceptionsmentioning

confidence: 99%

Precursors of Students’ Cost Perceptions: Identifying Proximal and Distal Antecedents

Allen,

Beymer,

Rosenzweig

2024

Preprint

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The Strengths of People in Low-SES Positions: An Identity-Reframing Intervention Improves Low-SES Students’ Achievement Over One Semester

Bauer,

Walton,

Job

et al. 2024

Social Psychological and Personality Science

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Students from low-socioeconomic status (SES) backgrounds such as first-generation or low-income students are often portrayed as deficient, lacking in skills and potential to succeed at university. We hypothesized that such representations lead low-SES students to see their SES-identity as a barrier to success and impair achievement. If so, reframing low-SES students’ identity as a source of strength may help them succeed. Testing this hypothesis in a highly scalable form, we developed an online low-SES-identity-reframing exercise. In Experiment 1 ( N = 214), this exercise helped low-SES students to see their SES-identity more as a source of success and boosted their performance on an academic task by 13%. In Experiment 2, a large randomized-controlled intervention field experiment ( N = 786), we implemented the identity-reframing intervention in a university’s online learning program. This improved low-SES students’ grades over the semester. Recognizing the strengths low-SES students bring to university can help students access these strengths and apply them to schooling.

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Can Social Identities Improve Working Students’ Academic and Social Outcomes? Lessons from Three Studies

Grozev,

Easterbrook

2024

Education Sciences

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Previous research has linked working for pay while attending university with negative academic and health outcomes; yet, working students are often resilient when experiencing such adverse circumstances. This makes it crucial to explore potential psychological mechanisms that transform adverse experiences into sources of motivation and persistence for working students. We explore one mechanism—social identification—and its different foci—identifying as a student, employee, working student, or a student of one’s discipline of study—as potential predictors of important academic (academic self-efficacy, approaches to learning, and academic achievement) and social (status in society) outcomes in three cross-sectional studies. In Study 1, part-time working hours (but not identification processes) were associated with academic self-efficacy. In Study 2, discipline identification and part-time working hours were associated with using deep approaches to learning. In Study 3, student identification was associated with increased status in society. Overall, discipline identification may be solely linked to academic outcomes, but student identification should be explored further as a potential enhancer of social and graduate outcomes. We discuss additional mechanisms that can help to transform working students’ experiences through their social identities and suggest boundary conditions that can affect the link between these identities and important outcomes.

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Identity‐reframing interventions: How to effectively highlight individuals' background‐specific strengths

Cited by 3 publications

References 42 publications

Precursors of Students’ Cost Perceptions: Identifying Proximal and Distal Antecedents

Precursors of Students’ Cost Perceptions: Identifying Proximal and Distal Antecedents

The Strengths of People in Low-SES Positions: An Identity-Reframing Intervention Improves Low-SES Students’ Achievement Over One Semester

Can Social Identities Improve Working Students’ Academic and Social Outcomes? Lessons from Three Studies

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