WWC review of this study

Closing the social class achievement gap for first-generation students in undergraduate biology.

Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014). Journal of Educational Psychology, 106(2), 375–389. doi:10.1037/a0034679 Retrieved from: https://eric.ed.gov/?id=EJ1054532

  • Randomized Controlled Trial
     examining 
    798
     Students
    , grade
    PS

Reviewed: December 2014

At least one statistically significant positive finding
Meets WWC standards without reservations
Academic achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Semester GPA

Values Affirmation (VA) Model vs. Another intervention

Posttest

First generation;
154 students

3.05

2.81

No

 
 
13
More Outcomes

Biology course grade

Values Affirmation (VA) Model vs. Another intervention

Posttest

First generation;
154 students

2.62

2.38

No

 
 
11

Biology course grade

Values Affirmation (VA) Model vs. Another intervention

Posttest

Full sample;
798 students

2.77

2.78

No

--

Semester GPA

Values Affirmation (VA) Model vs. Another intervention

Posttest

Full sample;
798 students

3.12

3.15

No

--

Biology course grade

Values Affirmation (VA) Model vs. Another intervention

Posttest

Continuing generation;
644 students

2.82

2.86

No

--

Semester GPA

Values Affirmation (VA) Model vs. Another intervention

Posttest

Continuing generation;
644 students

3.17

3.20

No

--
Credit accumulation and persistence outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Continuation in second semester

Values Affirmation (VA) Model vs. Another intervention

Posttest

First generation;
154 students

0.86

0.66

Yes

 
 
25
 
More Outcomes

Continuation in second semester

Values Affirmation (VA) Model vs. Another intervention

Posttest

Full sample;
798 students

0.75

0.77

No

--

Continuation in second semester

Values Affirmation (VA) Model vs. Another intervention

Posttest

Continuing generation;
644 students

0.75

0.78

No

--

Characteristics of study sample as reported by study author.


  • Female: 60%
    Male: 40%
  • Race
    Asian
    12%
    Not specified
    8%
    White
    80%
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    Midwest
 

Your export should download shortly as a zip archive.

This download will include data files for study and findings review data and a data dictionary.

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