Values Affirmation to Improve Teachers' Outcomes

Stopped early · Not applicable

Conditions studied: Psychological

In brief

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.

Key facts

Study ID

NCT04241055

Run by

Wake Forest University

People needed

500

Starts

2019-09-27

Expected to finish

2020-06-04

Last updated by the study team

2021-05-06

Who can join

Age: 18 and older. Sex: any. Healthy volunteers: accepted.

You may qualify if…

• 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

You may not qualify if…

• 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.

Where it is running

• Wake Forest University (via online survey tool) — Winston-Salem, North Carolina, United States

Full record on ClinicalTrials.gov

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