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    Application of Values Affirmation Intervention in Undergraduate Pre-Calculus Courses

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    Author
    Bosch, Leslie
    Issue Date
    2020
    Keywords
    identity engagement model
    mathmatics
    pre-calculus
    stereotype threat
    university students
    values affirmation
    Advisor
    Tullis, Jonathan
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Many students begin college intending to pursue STEM careers. However, many abandon this goal because they struggle with the requisite mathematics. This may be especially true for women due to stereotype threat. To address this issue, I tested the effectiveness of a brief values affirmation intervention in 29 sections of pre-calculus (N = 467 U.S. undergraduate students). All students prioritized 11 values (e.g., sense of humor, relations with friends/family, social skills, athletics, physical attractiveness). Then, participants either wrote about why their most important value mattered to them (values affirmation condition) or why their ninth value might be important to others (control condition). The intervention was administered twice, in Week 2 and Week 4, during the 12-week course. Results failed to support the benefits of values affirmation. Although values affirmations may benefit student learning and retention in many disciplines (e.g., physics, biology, engineering), values affirmation interventions may prove ineffective in undergraduate mathematics courses.
    Type
    text
    Electronic Thesis
    Degree Name
    M.Ed.
    Degree Level
    masters
    Degree Program
    Graduate College
    Educational Psychology
    Degree Grantor
    University of Arizona
    Collections
    Master's Theses

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