Table 1.
Potential moderators of the efficacy of self-affirmation interventions.
| Moderators | Classification or Category |
|---|---|
| Sample characteristics | |
| Cultural origin | African American |
| Latin American | |
| Ethnic minority | |
| Others | |
| Age range | 11 to 14 years old |
| 15 to 17 years old | |
| 18 to 23 or older | |
| Economic status | Medium |
| Low | |
| Sample size | Large sample (n > 500 students) |
| Small sample (n < 500 students) | |
| Dominant group in the sample | African American, Latin American, or ethnic minority |
| American or European (Caucasian) | |
| Design characteristics | |
| Execution modality | Face-to-face |
| Virtual | |
| Rigor of randomization | Use of software |
| Does not use software | |
| Dependent variable type | Psychological |
| Physical | |
| Academic performance | |
| Self-affirmation intervention style | Classical intervention (based on important values) |
| No classical intervention | |
| Placebo style | Classical activity (based on unimportant values) |
| No classical activity | |
| Time of the intervention | Before stressful academic event |
| During stressful academic event | |
| After stressful academic event | |
| Study presentation | Routine academic activity |
| Activity for research | |
| Teacher role | Active |
| Passive |