Trials / Terminated
TerminatedNCT04241055
Values Affirmation to Improve Teachers' Outcomes
Can a Values Affirmation Improve the Classroom Outcomes and Well-being of K-12 Teachers?
- Status
- Terminated
- Phase
- N/A
- Study type
- Interventional
- Enrollment
- 500 (actual)
- Sponsor
- Wake Forest University · Academic / Other
- Sex
- All
- Age
- 18 Years
- Healthy volunteers
- Accepted
Summary
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.
Conditions
Interventions
| Type | Name | Description |
|---|---|---|
| BEHAVIORAL | Values affirmation exercise | In the experimental values affirmation condition, participants spend 10-15 minutes completing a guided reflection regarding values that are personally important (see Logel and Cohen, 2012; Brady, Griffiths, \& Cohen, in prep). |
| BEHAVIORAL | Active control exercise | In the active control condition, participants spend 10-15 minutes completing a guided reflection regarding values that are not personally important but could be important to someone else (see Logel and Cohen, 2012; Brady, Griffiths, \& Cohen, in prep). |
Timeline
- Start date
- 2019-09-27
- Primary completion
- 2020-06-04
- Completion
- 2020-06-04
- First posted
- 2020-01-27
- Last updated
- 2021-05-06
Locations
1 site across 1 country: United States
Source: ClinicalTrials.gov record NCT04241055. Inclusion in this directory is not an endorsement.