Self-Affirmation: Changing more than oneself?

Self-affirmation, manifestation, meditation – many influencers on social media platforms are increasingly focused on creating and sharing a better version of their own personal self. More than likely, you’ve come across a video or two in which reflection on oneself and personal capabilities has played a role. However, affirming oneself is not just a trend on social media platforms. Studies have shown that self-affirmation interventions in schools enable a reduction in educational inequalities (Easterbrook et al., 2021). But how does personal self-affirmation relate to reducing educational inequalities?

The course of our lives is strongly determined by our educational outcomes (Easterbrook et al., 2021). Economic, social and psychological factors have a strong influence on the educational path of students. In particular, student groups from lower social classes, ethnic minorities, and immigrants face educational inequalities (Easterbrook et al., 2021). Additionally, due to structural and societal inequalities, psychological threats such as decreased self-confidence and well-being as well as increased stress impact academic achievements (Easterbrook et al., 2021). Reducing these psychological threats can help to enhance their academic performances (Easterbrook et al, 2021). 

But how can these threats be addressed? – By self-affirmation interventions.

Self-affirmation intervention in educational contexts have been studied by a variety of researchers. This intervention aims to improve a person’s self-perception by highlighting personal resources (Sherman et al., 2021). Thus, this intervention provides an opportunity to affirm a sense of self-integrity by demonstrating that, on the whole, they are good and worthy people (Sherman et al., 2021). With this reassurance, they are better able to address psychological threats such as stress (Sherman et al., 2021). 

In the context of schools, the intervention is conducted by teachers or researchers who pose questions to the students (Sherman et al., 2021). These questions focus on the students’ reflection of personal values and beliefs and encourage the perception of personal strengths. Through this process, students’ self-perception is strengthened, enabling them to better deal with challenges and threats (Sherman et al., 2021). Specifically, the implementation of such intervention needs to be targeted to students experiencing threat, tailored to the student’s needs, and timely in the context of the threat experience (Sherman et al., 2021). Furthermore, studies show that students who are unaware of the intervention being implemented tend to show the greatest positive effects (Sherman et al., 2021). Therefore, the intervention is heterogeneous and its character must be considered during implementation (Easterbrook et al., 2021). 

When applied tailored, fitted and timely, this brief intervention has long-lasting psychological effects (Sherman et al., 2021). Grades improved, stress reduced, college attendance increased, and the groups’ sense of belonging strengthened – value affirmation exercises have been shown to positively impact the academic performance of a number of student groups (Easterbrook et al., 2021). This is due to the fact that students’ psychological state and concerns are targeted and a more positive self-image is evoked (Sherman et al., 2021). As Easterbrook et al. (2021) point out, self-affirmation thus removes psychological barriers that hinder the performance of negatively stereotyped students. 

Self-affirmation therefore results in better educational performances, which in turn leads to positive feedback to oneself (Sherman et al., 2021). By performing better, positive feedback from teachers is reinforced, leading to more challenging work material for the student to approach. This in turn leads to further improvement in the student’s performance (Sherman et al., 2021). As the students feel more supported by the teacher or school because of positive social feedback stemming from the educational performance, may also further challenge themselves to, for example, choose a more difficult course (Sherman et al., 2021). This circle of reinforcement and trust in oneself, results in changes in the social operating system and serves as a confirmation that the student belongs to it  (Sherman et al., 2021). This recursive process thus improves the ability to better cope with threats and difficult situations, and  influences the social environment in which the student interacts. Therefore, self-affirmation intervention does not only influence personal performance, but also affects the social environment (Sherman et al., 2021). 

Although this approach shows promising results and significant improvements in student academic achievements, this intervention does not provide the answer for decreasing educational inequalities (Easterbrook et al., 2021; Sherman et al., 2021). Self-affirmation interventions address a symptom but do not tackle the root cause of the prevailing circumstances. They offer an individual approach to the improvement of educational inequalities, but sustainable change that reduces inequalities requires collective solutions and societal change (Easterbrook et al., 2021). Therefore, self-affirmation interventions provide a “kick-start” for boosting the self-esteem and self-confidence of negatively stereotyped student groups, enabling them to strengthen their self-esteem and belief in their own abilities (Sherman et al., 2021). However, changing structural inequalities requires action and behavior change at all levels of society. Students cannot change the structural and broader context, it is up to the whole society to change behavioral patterns and structures. Moreover, institutions hold a great importance in promoting a process of change (Easterbrook et al., 2021; Sherman et al., 2021).

Sources: Easterbrook, M. J., Harris, P. R., & Sherman, D. K. (2021). Self‐affirmation theory in educational contexts. Journal of Social Issues, 77(3), 683–701. https://doi.org/10.1111/josi.12459

Sherman, D. K., Lokhande, M., Müller, T., & Cohen, G. L. (2021). Self‑Affirmation Interventions. In G. M. Walton & A. J. Crum (Eds.), Handbook of Wise Interventions: How Social Psychology Can Help People Change (pp. 63–99). The Guilford Press.