Self-Affirmation Effects Are Produced by School Context, Student Engagement With the Intervention, and Time: Lessons From a District-Wide Implementation.

Self-affirmation shows promise for reducing racial academic-achievement gaps; recently, however, mixed results have raised questions about the circumstances under which the self-affirmation intervention produces lasting benefits at scale. In this follow-up to the first district-wide scale-up of a self-affirmation intervention, we examined whether initial academic benefits in middle school carried over into high school, we tested for differential impacts moderated by school context, and we assessed the causal effects of student engagement with the self-affirming writing prompted by the intervention. Longitudinal results indicate that self-affirmation reduces the growth of the racial achievement gap by 50% across the high school transition ( N = 920).

New Evidence on Self-Affirmation Effects and Theorized Sources of Heterogeneity from Large-Scale Replications.

Brief, targeted self-affirmation writing exercises have recently been offered as a way to reduce racial achievement gaps, but evidence about their effects in educational settings is mixed, leaving ambiguity about the likely benefits of these strategies if implemented broadly. A key limitation in interpreting these mixed results is that they come from studies conducted by different research teams with different procedures in different settings; it is therefore impossible to isolate whether different effects are the result of theorized heterogeneity, unidentified moderators, or idiosyncratic features of the different studies. We addressed this limitation by conducting a well-powered replication of self-affirmation in a setting where a previous large-scale field experiment demonstrated significant positive impacts, using the same procedures.

Randomised trial comparing the recording ability of a novel, electronic emergency documentation system with the AHA paper cardiac arrest record.

Objective: To evaluate the ability of an electronic system created at the University of Washington to accurately document prerecorded VF and pulseless electrical activity (PEA) cardiac arrest scenarios compared with the American Heart Association paper cardiac arrest record.

Methods: 16 anaesthesiology residents were randomly assigned to view one of two prerecorded, simulated VF and PEA scenarios and asked to document the event with either the paper or electronic system. Each subject then repeated the process with the other video and documentation method.