Values Affirmation to Improve Teachers' Outcomes

Wake Forest University (WFU)

Status: Terminated

Conditions: Psychological

Treatments: Behavioral: Active control exercise; Behavioral: Values affirmation exercise

Study type: Interventional

Funder types: Other

Identifiers

NCT04241055

WakeFU

Details and patient eligibility

About

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.

Enrollment: 500 patients

Sex: All

Ages: 18+ years old

Volunteers: Accepts Healthy Volunteers

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.

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Triple Blind

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500 participants in 2 patient groups

Control

Active Comparator group

Description:

The "control" condition of a standard values affirmation intervention

Treatment:

Behavioral: Active control exercise

Values affirmation

Experimental group

Description:

The "treatment" condition of a standard values affirmation intervention

Treatment:

Behavioral: Values affirmation exercise