Self?affirmation theory in educational contexts

Self-affirmation, operationalized as value-affirmation interventions, can have long-term beneficial effects on the academic performance and trajectories of members negatively stereotyped groups, thus reducing achievement gaps. Yet, there is significant heterogeneity in effectiveness value affirmations, we do not yet a clear understanding why. In this introduction to special issue, review literature self-affirmation theory educational contexts, providing overviews affirmation methods implementation, potential moderators, underling processes. We identify several questions that are important for researchers address, answers which would progress field towards being able more confidently implement value-affirmations contexts which, and/or groups whom, they most likely produce benefits. then introduce articles included showcase latest theoretical empirical advances contexts.