“The purpose of the present review is to (i) summarize self-affirmation theory; (ii) review major new discoveries in affirmation research with an emphasis on how affirmations affect defensiveness, stress, and academic performance under identity threat; and (iii) present a general theoretical account of how these effects occur.”
Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.
Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.
– Peter Nilsson