Values Affirmation to Improve Teachers' Outcomes

  • STATUS
    Recruiting
  • participants needed
    800
  • sponsor
    Wake Forest University
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Updated on 19 February 2024
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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.

Details
Condition Psychological
Age 18years - 100years
Treatment Values affirmation exercise, Active control exercise
Clinical Study IdentifierNCT04241055
SponsorWake Forest University
Last Modified on19 February 2024

Eligibility

 Yes No Not Sure

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
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Additional screening procedures may be conducted by the study team before you can be confirmed eligible to participate.

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If you are confirmed eligible after full screening, you will be required to understand and sign the informed consent if you decide to enroll in the study. Once enrolled you may be asked to make scheduled visits over a period of time.

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Complete your scheduled study participation activities and then you are done. You may receive summary of study results if provided by the sponsor.

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