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A question of belonging: race, social fit, and achievement.
Two experiments tested how belonging uncertainty undermines the motivation and achievement of people whose group is negatively characterized in academic settings, and an intervention that mitigated doubts about social belonging in college raised the academic achievement of Black students but not of White students.
The Psychology of Self‐defense: Self‐Affirmation Theory
A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students
The results suggest that social belonging is a psychological lever where targeted intervention can have broad consequences that lessen inequalities in achievement and health.
Party over policy: The dominating impact of group influence on political beliefs.
- Geoffrey L. Cohen
- Psychology, Political ScienceJournal of personality and social psychology
- 1 November 2003
Four studies demonstrated both the power of group influence in persuasion and people's blindness to it and the underappreciated role of social identity in persuasion.
Reducing the Racial Achievement Gap: A Social-Psychological Intervention
The results suggest that the racial achievement gap, a major social concern in the United States, could be ameliorated by the use of timely and targeted social-psychological interventions.
The psychology of change: self-affirmation and social psychological intervention.
The present review highlights both connections with other disciplines and lessons for a social psychological understanding of intervention and change in self-affirmation interventions.
Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap
- Geoffrey L. Cohen, J. García, Valerie Purdie-Vaughns, N. Apfel, Patricia Brzustoski
- 17 April 2009
An intervention, a series of brief but structured writing assignments focusing students on a self-affirming value, reduced the racial achievement gap and treated students' self-perceptions showed long-term benefits.
Deflecting the trajectory and changing the narrative: how self-affirmation affects academic performance and motivation under identity threat.
- D. Sherman, K. Hartson, Geoffrey L. Cohen
- PsychologyJournal of personality and social psychology
- 11 February 2013
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 examined whether a values affirmation writing exercise could attenuate the achievement gap between Latino American and European American students.
When Beliefs Yield to Evidence: Reducing Biased Evaluation by Affirming the Self
People often cling to beliefs even in the face of disconfirming evidence and interpret ambiguous information in a manner that bolsters strongly held attitudes. The authors tested a motivational…
Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning.
Download PDF Ebook and Read OnlineDweck Walton Cohen Academic Mindset%0D. Get Dweck Walton Cohen Academic Mindset%0D Academic Tenacity Stanford Graduate School of Education Academic Tenacity Mindsets…