Works matching IS 00224537 AND DT 2021 AND VI 77 AND IP 3

Results: 12

Erratum.

Published in:: 2021
Publication type:: Correction Notice

A responsible psychologist is a responsible citizen.

Published in:: Journal of Social Issues, 2021, v. 77, n. 3, p. 917, doi. 10.1111/josi.12474
Publication type:: Article

Securing self‐integrity over time: Self‐affirmation disrupts a negative cycle between psychological threat and academic performance.

Published in:

Journal of Social Issues, 2021, v. 77, n. 3, p. 801, doi. 10.1111/josi.12461

By:

Binning, Kevin R.;
Cook, Jonathan E.;
Greenaway, Valerie Purdie;
Garcia, Julio;
Apfel, Nancy;
Sherman, David K.;
Cohen, Geoffrey L.

Publication type:

Article

Self‐affirmation theory in educational contexts.

Published in:

Journal of Social Issues, 2021, v. 77, n. 3, p. 683, doi. 10.1111/josi.12459

By:

Easterbrook, Matthew J.;
Harris, Peter R.;
Sherman, David K.

Publication type:

Article

A new approach to schooling in a diverse society: A research fable.

Published in:: Journal of Social Issues, 2021, v. 77, n. 3, p. 911, doi. 10.1111/josi.12457
Publication type:: Article

Testing a self‐affirmation intervention for improving the psychosocial health of Black and White medical students in the United States.

Published in:

Journal of Social Issues, 2021, v. 77, n. 3, p. 769, doi. 10.1111/josi.12448

By:

Perry, Sylvia P.;
Wages, James E.;
Skinner‐Dorkenoo, Allison L.;
Burke, Sara E.;
Hardeman, Rachel R.;
Phelan, Sean M.

Publication type:

Article

Affirmation on the go: A proof‐of‐concept for text message delivery of values affirmation in education.

Published in:

Journal of Social Issues, 2021, v. 77, n. 3, p. 888, doi. 10.1111/josi.12435

By:

Manke, Kody J.;
Brady, Shannon T.;
Baker, Mckenzie D.;
Cohen, Geoffrey L.

Publication type:

Article

Self‐affirmation and test performance in ethnically diverse schools: A new dual‐identity affirmation intervention.

Published in:

Journal of Social Issues, 2021, v. 77, n. 3, p. 824, doi. 10.1111/josi.12418

By:

Celeste, Laura;
Baysu, Gülseli;
Phalet, Karen;
Brown, Rupert

Publication type:

Article

Teacher‐ versus researcher‐provided affirmation effects on students' task engagement and positive perceptions of teachers.

Published in:

Journal of Social Issues, 2021, v. 77, n. 3, p. 751, doi. 10.1111/josi.12417

By:

Smith, Eric N.;
Rozek, Christopher S.;
Manke, Kody J.;
Dweck, Carol S.;
Walton, Gregory M.

Publication type:

Article

Affirming both independent and interdependent values improves achievement for all students and mitigates cultural mismatch for first‐generation college students.

Published in:

Journal of Social Issues, 2021, v. 77, n. 3, p. 851, doi. 10.1111/josi.12416

By:

Hecht, Cameron A.;
Priniski, Stacy J.;
Tibbetts, Yoi;
Harackiewicz, Judith M.

Publication type:

Article

A meta‐analysis of the effect of values affirmation on academic achievement.

Published in:

Journal of Social Issues, 2021, v. 77, n. 3, p. 702, doi. 10.1111/josi.12415

By:

Wu, Zezhen;
Spreckelsen, Thees F.;
Cohen, Geoffrey L.

Publication type:

Article

Issue Information.

Published in:: Journal of Social Issues, 2021, v. 77, n. 3, p. 677, doi. 10.1111/josi.12382
Publication type:: Article