MARC details
| 000 -LEADER |
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| fixed length control field |
02564nam a2200253Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
180926s2016 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
MANILA TYTANA COLLEGES LIBRARY |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Brady, Shannon T. |
| 245 #4 - TITLE STATEMENT |
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| Title |
The psychology of the affirmed learner : |
| Remainder of title |
spontaneous self-affirmation in the face of stress / |
| Statement of responsibility, etc. |
Shannon T. Brady, Stephanie L. Reeves, Julio Garcia, Valerie Purdie-Vaughns, Jonathan E. Cook, Suzanne Taborsky-Barba, Sarah Tomasetti, Eden M. Davis, Geoffrey L. Cohen |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Date of publication, distribution, etc. |
April 2016 |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Number of part/section of a work |
108 : 3, page 353-373 |
| Title |
Journal of Educational Psychology |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
A key question about achievement motivation is how to maintain it over time and in the face of stress and adversity. The present research examines how a motivational process triggered by a social-psychological intervention propagates benefits over a long period of time and creates an enduring shift in the way people interpret subsequent adversity. During their first or second year of college, 183 Latino and White students completed either a values affirmation intervention or control exercise as part of a laboratory study. In the affirmation intervention, students wrote about a core personal value, an exercise that has been found in previous research to buffer minority students against the stress of being negatively stereotyped in school. This single affirmation improved the college grade point average (GPA) of Latino students over 2 years. Students were re-recruited for a follow-up session near the end of those 2 years. Results indicated that GPA benefits occurred, in part, because the affirmation shifted the way Latino students spontaneously responded to subsequent stressors. In particular, in response to an academic stressor salience task about their end-of-semester requirements, affirmed Latino students spontaneously generated more self-affirming and less self-threatening thoughts and feelings as assessed by an open-ended writing prompt. They also reported having a greater sense of their adequacy as assessed by measures of self-integrity, self-esteem, and hope, as well as higher academic belonging. Discussion centers on how and why motivational processes can trigger effects that persist over surprisingly long periods of time. |
| 521 ## - TARGET AUDIENCE NOTE |
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| Target audience note |
Psychology. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Academic achievement. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Motivation. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Psychological intervention. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Self-affirmation. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Threat. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Articles |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
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| Cataloger's initials, CIN (RLIN) |
82301 |
| First Date, FD (RLIN) |
140664 |
