Fostering positive narratives: Socialpsychological interventions to maximize motivation in the classroom and beyond

Advances in Motivation and Achievement

Volumn 18, Issue , 2014, Pages 177-211

  Silverman, Arielle ^a   Cohen, Geoffrey ^a  

^a NONE

Author keywords

Achievement gaps; Belonging; Implicit theories; Motivation; Self affirmation; Social psychology

Indexed keywords

EID: 84928548236     PISSN: 07497423     EISSN: None     Source Type: Book Series    
DOI: 10.1108/S0749-742320140000018005     Document Type: Article

References (97)

1. Aronson, J., Fried, C., and Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113-125.
2. Atkinson, J. (1964). An introduction to motivation. Princeton, NJ: Van Ostrand.
3. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
4. Baumeister, R., and Leary, M. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.
5. Baumeister, R. F., Twenge, J. M., and Nuss, C. K. (2002). Effects of social exclusion on cognitive processes: Anticipated aloneness reduces intelligent thought. Journal of Personality and Social Psychology, 83, 817-827.
6. Benner, A. D. (2011). The transition to high school: Current knowledge, future directions. Educational Psychology Review, 23, 299-328.
7. Blackwell L. A., Trzesniewski, K. H., and Dweck, C. S. (2007). Theories of intelligence and achievement across the junior high school transition: A longitudinal study and an intervention. Child Development 78. 246-263.
8. Bowen, N. K., Wegmann, K. M., and Webber, K. C. (2013). Enhancing a brief writing intervention to combat stereotype threat among middle-school students. Journal of Educational Psychology, 105, 427-435.
9. Brown, C. S., and Bigler, R. S. (2005). Children's perceptions of discrimination: A developmental model. Child Development, 76, 533-553.
10. Bruner, J. S. (1957). Going beyond the information given. In H. Gruber, K. Hammond, and R. Jesser (Eds.), Contemporary approaches to cognition (pp. 41-69). Cambridge, MA: Harvard University Press.
11. Bryk, A. S., and Schneider, B. L. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage.
12. Cacioppo, J. T., and Patrick, B. (2008). Loneliness: Human nature and the need for social connection. New York, NY: W.W. Norton and Co.
13. Charles A. Dana Center. (2008). Summary of results from the 2008 evaluation conducted on academic youth development: Improving achievement by shaping the culture of algebra classrooms. Retrieved from http://www.utdanacenter.org/academicyouth/downloads/implementation/12-ayd-evaluation-results.pdf
14. Cohen, G. L., and Garcia, J. (2005). I am us: Negative stereotypes as collective threats. Journal of Personality and Social Psychology, 89, 566-582.
15. Cohen, G. L., and Garcia, J. (2008). Identity, belonging, and achievement: A model, interventions, implications. Current Directions in Psychological Science, 17, 365-369.
16. Cohen, G. L., Garcia, J., Apfel, N., and Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313, 1307-1310.
17. Cohen, G. L., Garcia, J., Purdie-Vaugns, V., Apfel, N., and Brzustoski, P. (2009). Recursive processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324, 400-403.
18. Cohen, G. L., and Sherman, D. K. (2014). The psychology of change: Self-affirmation and social-psychological intervention. Annual Review of Psychology, 65, 333-371.
19. Cohen, G. L., and Steele, C. M. (2002). A barrier of mistrust: How negative stereotypes affect cross-race mentoring. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 303-328). San Diego, CA: Academic Press.
20. Cohen, G. L., Steele, C. M., and Ross, L. D. (1999). The mentor's dilemma: Providing critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25, 1302-1318.
21. Cook, J. E., Purdie-Vaughns, V., Garcia, J., and Cohen, G. L. (2012). Chronic threat and contingent belonging: Protective benefits of values affirmation on identity development. Journal of Personality and Social Psychology, 102, 479-496.
22. Covington, M. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York, NY: Cambridge University Press.
23. Crocker, J., Voelkl, K., Testa, M., and Major, B. (1991). Social stigma: The affective consequences of attributional ambiguity. Journal of Personality and Social Psychology, 60, 218-228.
24. Deci, E. L., and Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
25. Diener, C. I., and Dweck, C. S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451-462.
26. Duckworth, A. L., Peterson, C., Matthews, M. D., and Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087-1101.
27. Durik, A. M., Vida, M., and Eccles, J. S. (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis. Journal of Educational Psychology, 98, 382-393.
28. Dweck, C. S. (1999). Self-theories: Their role in motivation, personality and development. Philadelphia, PA: Taylor and Francis/Psychology Press.
29. Dweck, C. S. (2006). Mindset. New York, NY: Random House.
30. Dweck, C. S., and Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
31. Eccles, J. S. (2004). Schools, academic motivation, and stage-environment fit. In R. M. Lerner and L. D. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., pp. 125-153). New York, NY: Wiley.
32. Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44, 78-89.
33. Eccles, J. S., Lord, S., and Midgley, C. (1991). What are we doing to early adolescents? The impact of educational contexts on early adolescents. American Journal of Education, 8, 520-542.
34. Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Revman, D., Flanagan, C., and MacIver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48, 90-101.
35. Eccles, J. S., Wigfield, A., Midgley, C., and Reuman, D. (1993). Negative effects of traditional middle schools on students' motivation. Elementary School Journal, 93, 553-574.
36. Elliott, E. S., and Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
37. Garcia, J., and Cohen, G. L. (2012). Social psychology and educational intervention. In E. Shafir (Ed.), Behavioral foundations of policy. New York, NY: Russell Sage.
38. Godes, O., Hulleman, C. S., and Harackiewicz, J. M. (2007, April). Boosting students' interest in math with utility value: Two experimental tests. Paper presented at the meeting of the American Educational Research Association, Chicago, IL.
39. Goffman, E. (1963). Stigma: Notes on the management of a spoiled identity. Englewood Cliffs, NJ: Prentice Hall.
40. Good, C., Aronson, J., and Inzlicht, M. (2003). Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24, 645-662.
41. Grubb, W. N. (2009). The money myth: School resources, outcomes, and equity. New York, NY: Sage Foundation.
42. Hamre, B. K., and Pianta, R. C. (2005). Can instructional and emotional support in the firstgrade classroom make a difference for children at risk of school failure? Child Development, 76, 949-967.
43. Hanselman, P., Bruch, S. K., and Gamoran, A. (2014). Threat in context: School moderation of the impact of social identity threat on racial/ethnic achievement gaps. Sociology of Education, 87(2), 106-124.
44. Harackiewicz, J. M., Barron, K. E., Tauer, J. M., and Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562-575.
45. Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., and Hyde, J. S. (2014). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology, 106(2), 375-389.
46. Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., and Hyde, J. S. (2012). Helping parents to motivate adolescents in math and science: An experimental test of a utility-values intervention. Psychological Science, 23, 899-906.
47. Harber, K. D. (1998). Feedback to minorities: Evidence of a positive bias. Journal of Personality and Social Psychology, 74, 622-628.
48. Harber, K. D., Yeung, D., and Iacovelli, A. (2011). Psychosocial resources, threat, and the perception of distance and height: Support for the resources and perception model. Emotion, 11, 1080-1090.
49. Haynes, T. L., Perry, R. P., Stupnisky, R. H., and Daniels, L. M. (2009). A review of attributional retraining treatments: Fostering engagement and persistence in vulnerable college students. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (pp. 227-271). The Netherlands: Springer.
50. Henderson, V. L., and Dweck, C. S. (1990). Achievement and motivation in adolescence: A new model and data. In S. Feldman and G. Elliott (Eds.), At the threshold: The developing adolescent. Cambridge, MA: Harvard University Press.
51. Hulleman, C. S., Godes, O., Hendricks, B. L., and Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102, 880-895.
52. Hulleman, C. S., and Harackiewicz, J. M. (2009). Making education relevant: Increasing interest and performance in high school science classes. Science, 326, 1410-1412.
53. Lewin, K. (1997/1948). Resolving social conflicts and field theory in social science. Washington, DC: American Psychological Association.
54. Licht, B. G., and Dweck, C. S. (1984). Determinants of academic achievement: The interaction of children's achievement orientations with skill area. Developmental Psychology, 20, 628-636.
55. Martens, A., Johns, M., Greenberg, J., and Schimel, J. (2006). Combating stereotype threat: The effect of self-affirmation on women's intellectual performance. Journal of Experimental Social Psychology, 42, 236-243.
56. Martin, A. J., and Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46, 53-83.
57. McQueen, A., and Klein, W. (2006). Experimental manipulations of self-affirmation: A systematic review. Self and Identity, 5, 289-354.
58. Mendoza-Denton, R., Purdie, V., Downey, G., Davis, A., and Pietrzak, J. (2002). Sensitivity to status-based rejection: Implications for African-American students' college experience. Journal of Personality and Social Psychology, 83, 896-918.
59. Mindset works. (2014). Student motivation through a growth mindset. Retrieved from www.brainology.org
60. Miyake, A., Kost-Smoth, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., and Ito, A. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330, 1234-1237.
61. Nario-Redmond, M. R., Noel, J., and Fern, E. (2013). Redefining disability, reimagining the self: Disability identification predicts self-esteem and strategic responses to stigma. Self and Identity, 12, 468-488.
62. Nussbaum, A. D., and Dweck, C. S. (2008). Defensiveness vs. remediation: Self-theories and modes of self-esteem maintenance. Personality and Social Psychology Bulletin, 34, 127-134.
63. Olson, K. R., and Dweck, C. S. (2008). A blueprint for social cognitive development. Perspectives on Psychological Science, 3, 193-202.
64. Papay, J., Murnane, R., and Willett, J. (2010). The consequences of high school exit examinations for low-performing urban students: Evidence from Massachusetts. Educational Evaluation and Policy Analysis, 32, 5-23.
65. Rosenthal, R. (1994). Interpersonal expectancy effects: A 30-year perspective. Current Directions in Psychological Science, 3, 176-179.
66. Schmader, T., Johns, M., and Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological Review, 115, 336-356.
67. Schneider, M. E., Major, B., Luhtanen, R., and Crocker, J. (1996). When help hurts: Social stigma and the costs of assumptive help. Personality and Social Psychology Bulletin, 22, 201-209.
68. Sherman, D. K., Bunyan, D. P., Creswell, J. D., and Geremka, L. M. (2009). Psychological vulnerability to stress: The effects of self-affirmation on sympathetic nervous system responses to naturalistic stressors. Health Psychology, 28, 554-562.
69. Sherman, D. K., and Cohen, G. L. (2006). The psychology of self-defense: Self-affirmation theory. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 38, pp. 183-242). San Diego, CA: Academic Press.
70. Sherman, D. K., Cohen, G. L., Nelson, L. D., Nussbaum, A. D., Bunyan, D. P., and Garcia, J P. (2009). Affirmed yet unaware: Exploring the role of awareness in the process of selfaffirmation. Journal of Personality and Social Psychology, 97, 745-764.
71. Sherman, D. K., and Hartson, K. A. (2011). Reconciling self-protection with self-improvement: Self-affirmation theory. In M. Alicke and C. Sedikides (Eds.), The handbook of selfenhancement and self-protection (pp. 128-151). New York, NY: Guilford Press.
72. Sherman, D. K., Hartson, K. A., Binning, K., Purdie-Vaughns, V., Garcia, J., Taborsky-Barba, S., Cohen, G. (2013). Deflecting the trajectory and changing the narrative: How self-affirmation affects academic performance and motivation under identity threat. Journal of Personality and Social Psychology, 104, 591-618.
73. Silverman, A. M., and Cohen, G. L. (2014). Stereotypes as stumbling-blocks: How coping with stereotype threat affects life outcomes for people with physical disabilities. Personality and Social Psychology Bulletin, 40, 1130-1140.
74. Silverman, A. M., Logel, C., and Cohen, G. L. (2013). Self-affirmation as a deliberate coping strategy: The moderating role of choice. Journal of Experimental Social Psychology, 49, 93-98.
75. Steele, C. M. (1988). The psychology of self-affirmation: Sustaining the integrity of the self. In L. Berkowitz (Ed.), Advances in experimental social psychology (pp. 261-302). New York, NY: Academic Press.
76. Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629.
77. Steele, C. M., Spencer, S. J., and Aronson, J. (2002). Contending with group image: The psychology of stereotype and social identity threat. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 34, pp. 379-440). San Diego, CA: Academic Press.
78. Tyler, T. R. (1990). Why people obey the law: Procedural justice, legitimacy, and compliance. New Haven, CT: Yale University Press.
79. Tyler, T. R. (2004). Procedural justice. In A. Sarat (Ed.), The Blackwell companion to law and society (pp. 435-452). Malden, MA: Blackwell.
80. Tyler, T. R., and Blader, S. L. (2003). The group engagement model: Procedural justice, social identity, and cooperative behavior. Personality and Social Psychology Review, 7(4), 349-361.
81. Tyler, T. R., and Lind, E. A. (1992). A relational model of authority in groups. In M. Zanna (Ed.), Advances in experimental social psychology (Vol. 25, pp. 115-191). New York, NY: Academic Press.
82. Walton, G. M., and Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 82-96.
83. Walton, G. M., and Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes among minority students. Science, 331, 1447-1451.
84. Walton, G. M., Cohen, G. L., Cwir, D., and Spencer, S. J. (2012). Mere belonging: The power of social connections. Journal of Personality and Social Psychology, 102, 513-532.
85. Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, NJ: General Learning Press.
86. Weinstein, R. S. (2002). Reaching higher: The power of expectations in schooling. Cambridge, MA: Harvard University Press.
87. Wilson, T. D. (2011). Redirect: The surprising new science of psychological change. New York, NY: Little, Brown.
88. Wilson, T. D., Damiani, M., and Shelton, N. (2002). Improving the academic performance of college students with brief attributional interventions. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 88-108). San Diego, CA: Academic Press.
89. Wilson, T. D., and Linville, P. W. (1982). Improving the academic performance of college freshmen: Attribution therapy revisited. Journal of Personality and Social Psychology, 42, 367-376.
90. Wilson, T. D., and Linville, P. W. (1985). Improving the performance of college freshmen with attributional techniques. Journal of Personality and Social Psychology, 49, 287-293.
91. Wood, J. V., Perunovic, W. Q., and Lee, J. W. (2009). Positive self-statements: Power to some, peril for others. Psychological Science, 20, 860-866.
92. World Health Organization. (2013). World report on disability. Retrieved from http://www. who.int/disabilities/world-report/2011/report/en/
93. Wright, B. (1983). Physical disability: A social-psychological approach (2nd ed.). New York, NY: Harper and Row.
94. Yeager, D. S., Henderson, M., Paunesku, D., Walton, G. M., D'Mello, S., Spitzer, B. J., and Duckworth, A. L. (2014b). Boring, but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107, 559-580.
95. Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., &Cohen, G. L. (2014a). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143, 804-824.
96. Yeager, D. S., Trzesniewski, K. H., and Dweck, C. S. (2013). An implicit theories of personality intervention reduces adolescent aggression in response to victimization and exclusion. Child Development, 84, 970-988.
97. Yeager, D. S., and Walton, G. M. (2011). Social-psychological interventions in education: They're not magic. Review of Educational Research, 81, 281-317.