Individual Level Interventions

The Power of Social PsychologicalInterventions (Wilson)

100

By how much (%) did the intervention reduce the racial achievement gap?

40%

200

____ are essential to testing the effectiveness of an intervention in which people are randomly assigned to ___ and ___ conditions.

Experiments; treatment and control

300

Which of these is not a limitation of the Cohen et al study? Generalizability (age groups), Study Location (school full of resources) or Self-Affirmation (classroom essay)

Study Location

Reducing the Racial Achievement Gap:A Social-Psychological Intervention (Cohen et al.)

100

Which intervention did Cohen et al. believe would work?

Self affirmation

200

In the affirmation condition, African Americans generated fewer _______ , such as completing "__ACE" as "RACE" instead of "FACE."

Stereotype-Relevant Words

300

African American students in the control condition exhibited a significant _______ linear trend.

downward

Affirmation of Personal ValuesBuffers Neuroendocrine andPsychological Stress Responses (Creswell et al.)

100

The goal of the investigation was to test whether an intervention on ________ could buffer psychological and psychological stress responses during a laboratory stress challenge.

personal values

200

Compared to the control participants, participants in the value-affirmation condition had significantly _______ cortisol responses to the stress task.

lower

300

What moderated the relation between value affirmation and psychological stress responses?

Self-resources

Addressing Achievement Gaps withPsychological Interventions (Yeager et al.)

100

What is the belief that abilities and intelligence can be developed through dedication and hard work?

Growth mindset

200

Why are psychological interventions considered “stealthy,” and how does this contribute to their effectiveness?

They are “stealthy” because they don’t explicitly present themselves as interventions or label students as needing help. This subtle approach avoids stigma, making students more receptive and allowing the message to reshape beliefs naturally.

300

How do psychological interventions create long-lasting effects even though they are often brief or one-time activities?

They trigger recursive processes—self-reinforcing cycles where initial gains in confidence, belonging, or achievement lead to improved relationships, performance, and opportunities, sustaining the effects of the intervention over time.