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Understanding the Effects of Values Affirmation on the Academic Performance and Psychological Well-Being of Deaf Students in Nepal: Evidence From a Randomized Controlled Trial
Understanding the Effects of Values Affirmation on the Academic Performance and Psychological Well-Being of Deaf Students in Nepal: Evidence From a Randomized Controlled Trial
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211150937
- ISBN
- 9798382719252
- DDC
- 150
- 저자명
- Wu, Zezhen.
- 서명/저자
- Understanding the Effects of Values Affirmation on the Academic Performance and Psychological Well-Being of Deaf Students in Nepal: Evidence From a Randomized Controlled Trial
- 발행사항
- [Sl] : New York University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 150 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
- 주기사항
- Advisor: Aber, J. Lawrence.
- 학위논문주기
- Thesis (Ph.D.)--New York University, 2024.
- 초록/해제
- 요약In this dissertation, I seek to understand whether and how values affirmation could have an impact on the academic performance and psychological well-being of deaf students in secondary deaf schools in Nepal.In Paper 1, I reported findings from a randomized controlled trial (RCT) on the impact of values affirmation on the academic performance and psychological well-being in school for 269 deaf students from grades six to ten in three secondary special deaf schools in Nepal. Using a Bayesian framework, I found moderate evidence that the students receiving values affirmation had lower perceived stereotype threats, higher self-integrity and sense of belonging in school, and better academic performance, as compared to control students. Contrary to the evidence in past studies, the affirmation effect on academic performance was stronger among students who initially reported facing fewer stereotype threats. This finding suggests that the intervention might not counter severe threats for some students but could help those facing objectively high, yet relatively lower, stereotype threats by providing a psychological nudge. As the first empirical demonstration of values affirmation's effectiveness for a deaf population in a low- and middle-income country, this paper suggests that values affirmation can be a promising supplement to current system-level educational programs aimed at enhancing academic performance and psychological well-being for deaf students in school.In Paper 2, I conducted a deeper examination of the possible mechanisms through which values affirmation impacted students' academic performance, as demonstrated in both Paper 1 and numerous past studies (see Wu et al., 2021).In Paper 2 Study 1, I thematically coded the reflections in the treatment exercises from deaf students and attempted to explore what direct-change and/or indirect-change mechanisms might have contributed to the positive treatment effect found in Paper 1 by qualitatively examining the themes. Next, I also coded the themes in the control exercises due to concerns around negatively-themed reflections that unexpectedly appeared in the control group. These reflections could potentially introduce an unintended negative effect within the control group-a consequence that might be specific to the design and population of the current study. In Paper 2 Study 2, I analyzed the coded themes as predictors of academic performance, controlling for baseline performance and demographic covariates, separately within the treatment and control groups. I found strong evidence that reflections on the themes "Self-awareness and growth in self-identity" and "Relationship with friends" were positively associated with better academic performance for students in the treatment group. This finding suggests that both a direct-change and indirect-change mechanism might be at play for the students in my study. In addition, within the control group, reflecting on negative themes on "Barriers related to deafness and communication" and "Lack of support from friends and family" did not yield any negative effects on academic performance, alleviating the concerns around these negatively-themed reflections having a negative impact on students' learning.
- 일반주제명
- Psychology
- 일반주제명
- Special education
- 일반주제명
- Disability studies
- 키워드
- Deaf students
- 기타저자
- New York University Applied Psychology
- 기본자료저록
- Dissertations Abstracts International. 85-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211150937
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■020 ▼a9798382719252
■035 ▼a(MiAaPQ)AAI30991152
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a150
■1001 ▼aWu, Zezhen.
■24510▼aUnderstanding the Effects of Values Affirmation on the Academic Performance and Psychological Well-Being of Deaf Students in Nepal: Evidence From a Randomized Controlled Trial
■260 ▼a[Sl]▼bNew York University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a150 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: A.
■500 ▼aAdvisor: Aber, J. Lawrence.
■5021 ▼aThesis (Ph.D.)--New York University, 2024.
■520 ▼aIn this dissertation, I seek to understand whether and how values affirmation could have an impact on the academic performance and psychological well-being of deaf students in secondary deaf schools in Nepal.In Paper 1, I reported findings from a randomized controlled trial (RCT) on the impact of values affirmation on the academic performance and psychological well-being in school for 269 deaf students from grades six to ten in three secondary special deaf schools in Nepal. Using a Bayesian framework, I found moderate evidence that the students receiving values affirmation had lower perceived stereotype threats, higher self-integrity and sense of belonging in school, and better academic performance, as compared to control students. Contrary to the evidence in past studies, the affirmation effect on academic performance was stronger among students who initially reported facing fewer stereotype threats. This finding suggests that the intervention might not counter severe threats for some students but could help those facing objectively high, yet relatively lower, stereotype threats by providing a psychological nudge. As the first empirical demonstration of values affirmation's effectiveness for a deaf population in a low- and middle-income country, this paper suggests that values affirmation can be a promising supplement to current system-level educational programs aimed at enhancing academic performance and psychological well-being for deaf students in school.In Paper 2, I conducted a deeper examination of the possible mechanisms through which values affirmation impacted students' academic performance, as demonstrated in both Paper 1 and numerous past studies (see Wu et al., 2021).In Paper 2 Study 1, I thematically coded the reflections in the treatment exercises from deaf students and attempted to explore what direct-change and/or indirect-change mechanisms might have contributed to the positive treatment effect found in Paper 1 by qualitatively examining the themes. Next, I also coded the themes in the control exercises due to concerns around negatively-themed reflections that unexpectedly appeared in the control group. These reflections could potentially introduce an unintended negative effect within the control group-a consequence that might be specific to the design and population of the current study. In Paper 2 Study 2, I analyzed the coded themes as predictors of academic performance, controlling for baseline performance and demographic covariates, separately within the treatment and control groups. I found strong evidence that reflections on the themes "Self-awareness and growth in self-identity" and "Relationship with friends" were positively associated with better academic performance for students in the treatment group. This finding suggests that both a direct-change and indirect-change mechanism might be at play for the students in my study. In addition, within the control group, reflecting on negative themes on "Barriers related to deafness and communication" and "Lack of support from friends and family" did not yield any negative effects on academic performance, alleviating the concerns around these negatively-themed reflections having a negative impact on students' learning.
■590 ▼aSchool code: 0146.
■650 4▼aPsychology
■650 4▼aSpecial education
■650 4▼aDisability studies
■653 ▼aAcademic performance
■653 ▼aDeaf students
■653 ▼aPsychological well-being
■653 ▼aValues affirmation
■653 ▼aStereotype threats
■690 ▼a0621
■690 ▼a0201
■690 ▼a0529
■71020▼aNew York University▼bApplied Psychology.
■7730 ▼tDissertations Abstracts International▼g85-11A.
■790 ▼a0146
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160224▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
