PsychologicalNCT04241055
Values Affirmation to Improve Teachers' Outcomes
A study testing Values affirmation exercise in people with Psychological, run by Wake Forest University at 1 site in United States.
Trial 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. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Psychological
- What is being tested?
- Values affirmation exercise
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 500 participants
- Where
- 1 siteUnited States
- Study dates
- 27 Sep 2019to 4 Jun 2020
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Must be teachers (current or prospective) affiliated with the Relay Graduate School of Education in the targeted classes/programs
- Must consent to participate and begin the experimental (values affirmation or control) exercise
Who cannot join
- None
- Note: Our primary hypotheses focus on the effects of values affirmation for first-year teachers, particularly White first-year teachers at majority minority schools. Participants who are not White first-year teachers will be permitted in the study, but will not be included in confirmatory analyses.
Trial locations and contacts
1 site in 1 country.
United States1 site
Wake Forest University (via online survey tool)
Winston-Salem, North Carolina, 27103
About this study
Official title: Can a Values Affirmation Improve the Classroom Outcomes and Well-being of K-12 Teachers?
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
- Psychological
- Being tested
- Values affirmation exercise, Active control exercise
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Values affirmation exerciseBehavioural
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).
Active control exerciseBehavioural
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).
| Study group | Role | What they receive |
|---|---|---|
| Control | Active comparator | The "control" condition of a standard values affirmation intervention Receives: Behavioral: Active control exercise |
| Values affirmation | Experimental | The "treatment" condition of a standard values affirmation intervention Receives: Behavioral: Values affirmation exercise |
What is being measured
The primary outcome is the main question the study is designed to answer.
Student-teacher relationships
Teachers will complete a survey that includes a 4-item scale to assess the quality of their relationships with students (scale: 1=not at all true for me; 5=extremely true for me)
- I have a good relationship with my students.
- My students have a positive opinion of me.
- I feel comfortable interacting with my students.
- My students respect me.
Measured: Approximately 6 months post-intervention
Teacher well-being
Teachers will complete a survey that assesses their well-being. Average scores for the individual scales (below) will be computed. Scales will then be averaged to create a composite score. Due to space constraints, the full text of the scales is available on the project's OSF page at https://osf.io/ju5gh/.
Burnout (7 items; scale: 1=not at all true for/of me, 5=very much true for/of me; reverse-scored for composite)
Self-integrity (3 items; scale: 1=strongly disagree, 7=strongly agree)
Belonging (3 items; scale: 1=strongly disagree, 7=strongly agree)
Belonging uncertainty (2 items; scale: 1=strongly disagree, 7=strongly agree) [reverse-scored for composite]
Perceived stress (4 items; scale: 1=never, 5=very often) [reverse-scored for composite]
Measured: Approximately 6 months post-intervention
Classroom Assessment Scoring System (CLASS) - "Instructional Support" dimension
To assess quality of teachers' instruction, we will use the "instructional support" dimension of the CLASS (https://curry.virginia.edu/classroom-assessment-scoring-system). Coding will be conducted by staff from the Relay Graduate School of Education or their designees.
Measured: Approximately 6 months post-intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted27 Jan 2020
- Study start27 Sep 2019
- Primary completion4 Jun 2020
- Study completion4 Jun 2020
Why it stopped: Due to the pandemic, the primary dependent variables could not be collected as designed in the research plan
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for PsychologicalStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Triple blind
- Who is masked
- Participant, Care provider, Outcomes assessor
- Enrolment
- 500 participants (actual)
Sponsor and investigators
- Lead sponsor
- Wake Forest University
- Sponsor type
- University, hospital or other
- Collaborators
- Stanford University, Relay Graduate School of Education
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT04241055
- Sponsor's protocol ID
- WakeFU
- Status last verified
- May 2021
- First submitted
- 4 Oct 2019
- Last updated
- 6 May 2021
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Undecided
Study at a glance
From the registry record, last updated by the sponsor on 6 May 2021. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Can a Values Affirmation Improve the Classroom Outcomes and Well-being of K-12 Teachers?
- ClinicalTrials.gov ID
- NCT04241055
- Acronym / sponsor ID
- WakeFU
- Conditions
- Psychological
- Study type
- Interventional
- Recruitment status
- TerminatedReason stopped: Due to the pandemic, the primary dependent variables could not be collected as designed in the research plan
- Enrolment
- 500 participants (actual)
- Lead sponsor
- Wake Forest UniversityUniversity, hospital or other
- Collaborators
- Stanford University, Relay Graduate School of Education
- Study start
- 27 Sep 2019 (actual)
- Primary completion
- 4 Jun 2020 (actual)
- Study completion
- 4 Jun 2020 (actual)
- First posted
- 27 Jan 2020 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Triple blind (participant, care provider, outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Control | Active comparator | Behavioral: Active control exerciseThe "control" condition of a standard values affirmation intervention |
| Values affirmation | Experimental | Behavioral: Values affirmation exerciseThe "treatment" condition of a standard values affirmation intervention |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (2 listed)
- Must be teachers (current or prospective) affiliated with the Relay Graduate School of Education in the targeted classes/programs
- Must consent to participate and begin the experimental (values affirmation or control) exercise
Key exclusion criteria (2 listed)
- None
- Note: Our primary hypotheses focus on the effects of values affirmation for first-year teachers, particularly White first-year teachers at majority minority schools. Participants who are not White first-year teachers will be permitted in the study, but will not be included in confirmatory analyses.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Values affirmation exerciseIn 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). | Behavioural | Values affirmation |
| Active control exerciseIn 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). | Behavioural | Control |
Primary outcome
Student-teacher relationships
Time frame: Approximately 6 months post-intervention
Teachers will complete a survey that includes a 4-item scale to assess the quality of their relationships with students (scale: 1=not at all true for me; 5=extremely true for me) 1. I have a good relationship with my students. 2. My students have a positive opinion of me. 3. I feel comfortable interacting with my students. 4. My students respect me.
Teacher well-being
Time frame: Approximately 6 months post-intervention
Teachers will complete a survey that assesses their well-being. Average scores for the individual scales (below) will be computed. Scales will then be averaged to create a composite score. Due to space constraints, the full text of the scales is available on the project's OSF page at https://osf.io/ju5gh/. Burnout (7 items; scale: 1=not at all true for/of me, 5=very much true for/of me; reverse-scored for composite) Self-integrity (3 items; scale: 1=strongly disagree, 7=strongly agree) Belonging (3 items; scale: 1=strongly disagree, 7=strongly agree) Belonging uncertainty (2 items; scale: 1=strongly disagree, 7=strongly agree) [reverse-scored for composite] Perceived stress (4 items; scale: 1=never, 5=very often) [reverse-scored for composite]
Classroom Assessment Scoring System (CLASS) - "Instructional Support" dimension
Time frame: Approximately 6 months post-intervention
To assess quality of teachers' instruction, we will use the "instructional support" dimension of the CLASS (https://curry.virginia.edu/classroom-assessment-scoring-system). Coding will be conducted by staff from the Relay Graduate School of Education or their designees.
Results and safety
The study was stopped early (reason given: Due to the pandemic, the primary dependent variables could not be collected as designed in the research plan). Results are not available in the source record.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 6 May 2021.
- Individual participant dataSharing planned: Undecided
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Values affirmation exercise in people with Psychological, run by Wake Forest University at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: stopped early, as of the sponsor's last update on 6 May 2021. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study was stopped early (reason given: Due to the pandemic, the primary dependent variables could not be collected as designed in the research plan). Results are not available in the source record.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Student-teacher relationships (time frame: Approximately 6 months post-intervention). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 6 May 2021.