Julio Garcia
Biographic Data
| ID | 4233283 |
|---|---|
| NAME | Julio Garcia |
| GIVEN NAMES | Julio |
| FAMILY NAME | Garcia |
| SIGNATURE | GARCIA J |
| AFFILIATIONS | University of Colorado Boulder |
| ORCID | 0000-0002-7126-3284 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 121 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 5 |
Securing self‐integrity over time: Self‐affirmation disrupts a negative cycle between psychological threat and academic performance
Adolescence can be a tumultuous period with numerous threats to self‐integrity. A 3‐year field experiment tested whether repeated affirmations of self‐integrity can help lessen the impact of psychological threat on adolescent (11–14 years old) students’ core course GPA over time. A diverse cohort of students ( N = 163) was randomly assigned to a control condition or to an affirmation condition, in which teachers repeatedly administered classroom …
Feeling left out, but affirmed: Protecting against the negative effects of low belonging in college
Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide.
Three double-blind randomized field experiments examined the effects of a strategy to restore trust on minority adolescents' responses to critical feedback. In Studies 1 and 2, 7th-grade students received critical feedback from their teacher that, in the treatment condition, was designed to assuage mistrust by emphasizing the teacher's high standards and belief that the student was capable of meeting those standards--a strategy known as wise feed…
Demystifying Values-Affirmation Interventions: Writing About Social Belonging Is a Key to Buffering Against Identity Threat
Two experiments examined for the first time whether the specific content of participant-generated affirmation essays—in particular, writing about social belonging—facilitated an affirmation intervention’s ability to reduce identity threat among negatively stereotyped students. Study 1, a field experiment, revealed that seventh graders assigned to a values-affirmation condition wrote about social belonging more than those assigned to a control con…
Deflecting the trajectory and changing the narrative: How self-affirmation affects academic performance and motivation under identity threat
To the extent that stereotype and identity threat undermine academic performance, social psychological interventions that lessen threat could buffer threatened students and improve performance. Two studies, each featuring a longitudinal field experiment in a mixed-ethnicity middle school, examined whether a values affirmation writing exercise could attenuate the achievement gap between Latino American and European American students. In Study 1, s…
Chronic threat and contingent belonging: Protective benefits of values affirmation on identity development
Two longitudinal field experiments in a middle school examined how a brief "values affirmation" affects students' psychological experience and the relationship between psychological experience and environmental threat over 2 years. Together these studies suggest that values affirmations insulate individuals' sense of belonging from environmental threat during a key developmental transition. Study 1 provided an analysis of new data from a previous…
Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap
A 2-year follow-up of a randomized field experiment previously reported in Science is presented. A subtle intervention to lessen minority students' psychological threat related to being negatively stereotyped in school was tested in an experiment conducted three times with three independent cohorts ( N = 133, 149, and 134). The intervention, a series of brief but structured writing assignments focusing students on a self-affirming value, reduced …
Affirmed yet unaware: Exploring the role of awareness in the process of self-affirmation
Three studies investigated whether self-affirmation can proceed without awareness, whether people are aware of the influence of experimental self-affirmations, and whether such awareness facilitates or undermines the self-affirmation process. The authors found that self-affirmation effects could proceed without awareness, as implicit self-affirming primes (utilizing sentence-unscrambling procedures) produced standard self-affirmation effects (Stu…
Identity, Belonging, and Achievement: A Model, Interventions, Implications
In this article we discuss how social or group identities affect achievement. We also present a model of identity engagement that describes how a salient social identity can trigger psychological threat and belonging concerns and how these can produce persistent performance decrements, which through feedback loops can increase over time. The character of such processes may be revealed only over time because they are recursive in nature and intera…
The Aha Effect in Groups and Other Dynamic Learning Contexts
The aha effect is a memory advantage for initially ambiguous stimuli (e.g., "The notes were sour because the seam split.") that are subsequently resolved ("Bagpipe") over stimuli that are comprehensible from the outset (see P M. Auble, J. J. Franks, & S. A. Soraci, 1979; T. W. Wills, S. A. Soraci, R. A. Chechile, & H. A. Taylor, 2000). The authors examined the influence of learning context on the aha effect by manipulating whether generative task…
I Am Us: Negative Stereotypes as Collective Threats
Collective threat is the fear that an in-group member's behavior might reinforce a negative stereotype of one's group. In a field study, self-reported collective threat was higher in stereotyped minorities than in Whites and was linked to lower self-esteem in both groups. In 3 experimental studies, a potentially poor performance by an in-group member on a stereotype-relevant task proved threatening, as evidenced by lower self-esteem among minorit…
I Am Us: Negative Stereotypes as Collective Threats
Collective threat is the fear that an in-group member's behavior might reinforce a negative stereotype of one's group. In a field study, self-reported collective threat was higher in stereotyped minorities than in Whites and was linked to lower self-esteem in both groups. In 3 experimental studies, a potentially poor performance by an in-group member on a stereotype-relevant task proved threatening, as evidenced by lower self-esteem among minorit…
Deflecting the trajectory and changing the narrative: How self-affirmation affects academic performance and motivation under identity threat
To the extent that stereotype and identity threat undermine academic performance, social psychological interventions that lessen threat could buffer threatened students and improve performance. Two studies, each featuring a longitudinal field experiment in a mixed-ethnicity middle school, examined whether a values affirmation writing exercise could attenuate the achievement gap between Latino American and European American students. In Study 1, s…
Chronic threat and contingent belonging: Protective benefits of values affirmation on identity development
Two longitudinal field experiments in a middle school examined how a brief "values affirmation" affects students' psychological experience and the relationship between psychological experience and environmental threat over 2 years. Together these studies suggest that values affirmations insulate individuals' sense of belonging from environmental threat during a key developmental transition. Study 1 provided an analysis of new data from a previous…
Affirmed yet unaware: Exploring the role of awareness in the process of self-affirmation
Three studies investigated whether self-affirmation can proceed without awareness, whether people are aware of the influence of experimental self-affirmations, and whether such awareness facilitates or undermines the self-affirmation process. The authors found that self-affirmation effects could proceed without awareness, as implicit self-affirming primes (utilizing sentence-unscrambling procedures) produced standard self-affirmation effects (Stu…
Feeling left out, but affirmed: Protecting against the negative effects of low belonging in college
Securing self‐integrity over time: Self‐affirmation disrupts a negative cycle between psychological threat and academic performance
Adolescence can be a tumultuous period with numerous threats to self‐integrity. A 3‐year field experiment tested whether repeated affirmations of self‐integrity can help lessen the impact of psychological threat on adolescent (11–14 years old) students’ core course GPA over time. A diverse cohort of students ( N = 163) was randomly assigned to a control condition or to an affirmation condition, in which teachers repeatedly administered classroom …
I Am Us: Negative Stereotypes as Collective Threats
Collective threat is the fear that an in-group member's behavior might reinforce a negative stereotype of one's group. In a field study, self-reported collective threat was higher in stereotyped minorities than in Whites and was linked to lower self-esteem in both groups. In 3 experimental studies, a potentially poor performance by an in-group member on a stereotype-relevant task proved threatening, as evidenced by lower self-esteem among minorit…
The Aha Effect in Groups and Other Dynamic Learning Contexts
The aha effect is a memory advantage for initially ambiguous stimuli (e.g., "The notes were sour because the seam split.") that are subsequently resolved ("Bagpipe") over stimuli that are comprehensible from the outset (see P M. Auble, J. J. Franks, & S. A. Soraci, 1979; T. W. Wills, S. A. Soraci, R. A. Chechile, & H. A. Taylor, 2000). The authors examined the influence of learning context on the aha effect by manipulating whether generative task…
Identity, Belonging, and Achievement: A Model, Interventions, Implications
In this article we discuss how social or group identities affect achievement. We also present a model of identity engagement that describes how a salient social identity can trigger psychological threat and belonging concerns and how these can produce persistent performance decrements, which through feedback loops can increase over time. The character of such processes may be revealed only over time because they are recursive in nature and intera…
Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap
A 2-year follow-up of a randomized field experiment previously reported in Science is presented. A subtle intervention to lessen minority students' psychological threat related to being negatively stereotyped in school was tested in an experiment conducted three times with three independent cohorts ( N = 133, 149, and 134). The intervention, a series of brief but structured writing assignments focusing students on a self-affirming value, reduced …
Affirmed yet unaware: Exploring the role of awareness in the process of self-affirmation
Three studies investigated whether self-affirmation can proceed without awareness, whether people are aware of the influence of experimental self-affirmations, and whether such awareness facilitates or undermines the self-affirmation process. The authors found that self-affirmation effects could proceed without awareness, as implicit self-affirming primes (utilizing sentence-unscrambling procedures) produced standard self-affirmation effects (Stu…
Chronic threat and contingent belonging: Protective benefits of values affirmation on identity development
Two longitudinal field experiments in a middle school examined how a brief "values affirmation" affects students' psychological experience and the relationship between psychological experience and environmental threat over 2 years. Together these studies suggest that values affirmations insulate individuals' sense of belonging from environmental threat during a key developmental transition. Study 1 provided an analysis of new data from a previous…
Demystifying Values-Affirmation Interventions: Writing About Social Belonging Is a Key to Buffering Against Identity Threat
Two experiments examined for the first time whether the specific content of participant-generated affirmation essays—in particular, writing about social belonging—facilitated an affirmation intervention’s ability to reduce identity threat among negatively stereotyped students. Study 1, a field experiment, revealed that seventh graders assigned to a values-affirmation condition wrote about social belonging more than those assigned to a control con…
Deflecting the trajectory and changing the narrative: How self-affirmation affects academic performance and motivation under identity threat
To the extent that stereotype and identity threat undermine academic performance, social psychological interventions that lessen threat could buffer threatened students and improve performance. Two studies, each featuring a longitudinal field experiment in a mixed-ethnicity middle school, examined whether a values affirmation writing exercise could attenuate the achievement gap between Latino American and European American students. In Study 1, s…
Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide.
Three double-blind randomized field experiments examined the effects of a strategy to restore trust on minority adolescents' responses to critical feedback. In Studies 1 and 2, 7th-grade students received critical feedback from their teacher that, in the treatment condition, was designed to assuage mistrust by emphasizing the teacher's high standards and belief that the student was capable of meeting those standards--a strategy known as wise feed…
Feeling left out, but affirmed: Protecting against the negative effects of low belonging in college
Securing self‐integrity over time: Self‐affirmation disrupts a negative cycle between psychological threat and academic performance
Adolescence can be a tumultuous period with numerous threats to self‐integrity. A 3‐year field experiment tested whether repeated affirmations of self‐integrity can help lessen the impact of psychological threat on adolescent (11–14 years old) students’ core course GPA over time. A diverse cohort of students ( N = 163) was randomly assigned to a control condition or to an affirmation condition, in which teachers repeatedly administered classroom …
Psychology (11 works) · Social Psychology (10 works) · Social and Intergroup Psychology (8 works) · Developmental psychology (7 works) · Psychological intervention (6 works) · Self-affirmation (6 works) · Cultural Differences and Values (4 works) · Identity (music) (4 works) · Social group (4 works) · Social identity theory (4 works)