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The primary interest of this study is to administer the standard implicit theories of personality intervention used in past studies (e.g., Yeager et al., 2013, Child Development) and assess its effects on stress and coping. A secondary hypothesis is to understand whether a minimal, non-standard version of an affirmation would interact with the implicit theories of personality intervention to reduce stress for women in math and for racial minority students (e.g., Latinos). This hypothesis is driven by our funder, Hope Lab, which wanted to see the effect of this intervention in non-standard conditions. This is not a typical values affirmation conducted by Cohen et al. and it should not be combined with other affirmations in meta-analyses. Instead, this minimal, bare-bones affirmation differs in the following ways: It involves only one dose It was done much later in the year than is typical (in November, rather than in the first three weeks, which was shown by Cook to be essential) It was done in 9th grade rather than 7th grade as is typical It likely came across to students as being connected to the research study (as opposed to delivered by teachers) because it was delivered on a Thursday after a week of research activities in their class on Mon - Weds. It was not on the day of the test (it was the day before a test) It was late in the week (on a Thurs, when typically it is done on a Tuesday) We had to remove some of the yes / no questions at the end in order to make it seem less like a "survey," given how many surveys students had done; this shortened the affirmation For all of these reasons, the low-dose affirmation manipulation is exploratory and is not a replication of past procedures.