A Values-Affirmation Intervention Does Not Benefit Negatively Stereotyped Immigrant Students in the Netherlands

Testing a Self-Affirmation Intervention for Improving the Psychosocial Health of Black and White Medical Students in the US

Self-affirmation interventions have been shown to mitigate the negative psychological effects of stereotype threat on Black students in secondary and undergraduate education. However, there is currently limited research testing whether Black students in medical schools may also experience the negative influences of stereotype threat. Until now, it has been unclear whether Black (vs. White) students experience a lower sense of belonging in medical school and whether they can benefit from self-affirmation interventions during medical training. With a longitudinal field experiment, we tested (a) whether Black (vs. White) medical students in the US experience decrements in psychological well-being (i.e., fatigue, depression, anxiety), sense of belonging, perceived residency competitiveness, and residency goal stability; and (b) the extent to which a self-affirmation intervention would ameliorate any observed disparities in these outcomes for Black students. With a sample of 234 Black and 182 White medical students across 50 schools in the US, we found that Black students tended to report more fatigue and less belonging than White students; however, the self-affirmation intervention did not significantly influence students' fatigue, depression, anxiety, or belonging. Unexpectedly, Black students in the self-affirmation (vs. control) condition reported lower perceived competitiveness for residency. White students' perceived competitiveness for residency was unaffected by the intervention. Exploratory analyses revealed that Black (vs. White) students were less likely to indicate stable residency goals over time, which may be an indication of threat; however, this racial gap was eliminated with the intervention. We discuss the plausible reasons for these findings and provide recommendations for future work in this area.

Can Short Psychological Interventions Affect Educational Performance? Revisiting the Effect of Self-Affirmation Interventions

Large amounts of resources are spent annually to improve educational achievement and to close the gender gap in sciences with typically very modest effects. In 2010, a 15-min self-affirmation intervention showed a dramatic reduction in this gender gap. We reanalyzed the original data and found several critical problems. First, the self-affirmation hypothesis stated that women's performance would improve. However, the data showed no improvement for women. There was an interaction effect between self-affirmation and gender caused by a negative effect on men's performance. Second, the findings were based on covariate-adjusted interaction effects, which imply that self-affirmation reduced the gender gap only for the small sample of men and women who did not differ in the covariates. Third, specification-curve analyses with more than 1,500 possible specifications showed that less than one quarter yielded significant interaction effects and less than 3% showed significant improvements among women.