Does Moral Identity Effectively Predict Moral Behavior?: A Meta-Analysis

2016 ◽  
Vol 20 (2) ◽  
pp. 129-140 ◽  
Author(s):  
Steven G. Hertz ◽  
Tobias Krettenauer
Keyword(s):  
Antisocial Behavior ◽  
Ethical Behavior ◽  
Developmental Psychology ◽  
Moral Identity ◽  
Meta Analysis ◽  
Moral Behavior ◽  
Effect Sizes ◽  
Psychological Constructs ◽  
Education Marketing ◽  
Lower Effect

This meta-analysis examined the relationship between moral identity and moral behavior. It was based on 111 studies from a broad range of academic fields including business, developmental psychology and education, marketing, sociology, and sport sciences. Moral identity was found to be significantly associated with moral behavior (random effects model, r = .22, p < .01, 95% CI [.19, .25]). Effect sizes did not differ for behavioral outcomes (prosocial behavior, avoidance of antisocial behavior, ethical behavior). Studies that were entirely based on self-reports yielded larger effect sizes. In contrast, the smallest effect was found for studies that were based on implicit measures or used priming techniques to elicit moral identity. Moreover, a marginally significant effect of culture indicated that studies conducted in collectivistic cultures yielded lower effect sizes than studies from individualistic cultures. Overall, the meta-analysis provides support for the notion that moral identity strengthens individuals’ readiness to engage in prosocial and ethical behavior as well as to abstain from antisocial behavior. However, moral identity fares no better as a predictor of moral action than other psychological constructs.

Linking Moral Identity With Moral Emotions: A Meta-Analysis

2019 ◽  
Vol 23 (4) ◽  
pp. 444-457 ◽  
Author(s):  
Jean Paul Lefebvre ◽  
Tobias Krettenauer
Keyword(s):  
Positive Emotions ◽  
Moral Identity ◽  
Meta Analysis ◽  
Moral Emotions ◽  
Effect Sizes ◽  
Moral Functioning ◽  
Moral Anger ◽  
Other Regarding ◽  
The Relationship

This meta-analysis examined the relationship between moral identity and moral emotions drawing on 57 independent studies. Moral identity was significantly associated with moral emotions, r = .32, p < .01, 95% confidence interval [CI: .27, .36]. Effect sizes were moderated by the type of moral emotion. Studies reporting other-regarding emotions (sympathy, empathy, and compassion) had the largest effect sizes ( r = .41), while negative other-evaluative emotions (moral anger, contempt, and disgust) had the smallest ( r = .16). Self-evaluative and other-evaluative positive emotions had intermediate effect sizes ( r values between .29 and .32). The type of emotion measure also was a significant moderator, with trait measures of emotion ( r = .38) correlating more strongly with moral identity than state measures ( r = .24). Effect sizes did not differ for the type of moral identity measure being used, publication status, or cultural origin of the study sample. The results of this meta-analysis demonstrate a robust empirical connection between moral identity and moral emotions, which confirms the multifaceted role of moral identity in moral functioning.

scholarly journals 10 easy steps to conducting transparent, reproducible meta-analyses for infant researchers

2021 ◽  
Author(s):  
Loretta Gasparini ◽  
Sho Tsuji ◽  
Christina Bergmann
Keyword(s):  
Developmental Psychology ◽  
Evidence Synthesis ◽  
Meta Analysis ◽  
Research Question ◽  
The Body ◽  
Effect Sizes ◽  
Robust Methods ◽  
Meta Analyses ◽  
Analytic Models

Meta-analyses provide researchers with an overview of the body of evidence in a topic, with quantified estimates of effect sizes and the role of moderators, and weighting studies according to their precision. We provide a guide for conducting a transparent and reproducible meta-analysis in the field of developmental psychology within the framework of the MetaLab platform, in 10 steps: 1) Choose a topic for your meta-analysis, 2) Formulate your research question and specify inclusion criteria, 3) Preregister and carefully document all stages of your meta-analysis, 4) Conduct the literature search, 5) Collect and screen records, 6) Extract data from eligible studies, 7) Read the data into analysis software and compute effect sizes, 8) Create meta-analytic models to assess the strength of the effect and investigate possible moderators, 9) Visualize your data, 10) Write up and promote your meta-analysis. Meta-analyses can inform future studies, through power calculations, by identifying robust methods and exposing research gaps. By adding a new meta-analysis to MetaLab, datasets across multiple topics of developmental psychology can be synthesized, and the dataset can be maintained as a living, community-augmented meta-analysis to which researchers add new data, allowing for a cumulative approach to evidence synthesis.

scholarly journals Does recalling moral behavior change the perception of brightness? A replication and meta-analysis of Banerjee, Chatterjee, and Sinha (2012)

2017 ◽  
Author(s):  
Mark John Brandt ◽  
Hans IJzerman ◽  
Irene Blanken
Keyword(s):  
Social Psychology ◽  
Behavior Change ◽  
Individual Difference ◽  
Ethical Behavior ◽  
Unethical Behavior ◽  
Meta Analysis ◽  
Moral Behavior ◽  
Light Emitting ◽  
Replication Studies

Banerjee, Chatterjee, and Sinha (2012) recently reported that recalling unethical behavior led participants to see the room as darker and to desire more light-emitting products (e.g., a flashlight) compared to recalling ethical behavior. We replicated the methods of these two original studies with four high-powered replication studies (two online and two in the lab). Our results did not differ significantly from zero, 9 out of 10 of the effects were significantly smaller than the originally reported effects, and the effects were not consistently moderated by individual difference measures of potential discrepancies between the original and the replication samples. A meta-analysis that includes both the original and replication effects of moral recall on perceptions of brightness find a small, marginally significant effect (d = 0.14 CL95 -0.002 to 0.28). A meta-analysis that includes both the original and replication effects of moral recall on preferences for light-emitting products finds a small effect that did not differ from zero (d = 0.13 CL95 -0.04 to 0.29).This paper was published in Social Psychology:Brandt, M. J., IJzerman, H., &amp; Blanken, I. (2014). Does recalling moral behavior change the perception of brightness?: A replication and meta-analysis of Banerjee, Chatterjee, and Sinha (2012). Social Psychology, 45(3), 246-252.

scholarly journals Does Recalling Moral Behavior Change the Perception of Brightness?

2014 ◽  
Vol 45 (3) ◽  
pp. 246-252 ◽  
Author(s):  
Mark J. Brandt ◽  
Hans IJzerman ◽  
Irene Blanken
Keyword(s):  
Behavior Change ◽  
Individual Difference ◽  
Ethical Behavior ◽  
Unethical Behavior ◽  
Meta Analysis ◽  
Moral Behavior ◽  
Light Emitting ◽  
Replication Studies

Banerjee, Chatterjee, and Sinha (2012) recently reported that recalling unethical behavior led participants to see the room as darker and to desire more light-emitting products (e.g., a flashlight) compared to recalling ethical behavior. We replicated the methods of these two original studies with four high-powered replication studies (two online and two in the laboratory). Our results did not differ significantly from zero, 9 out of 10 of the effects were significantly smaller than the originally reported effects, and the effects were not consistently moderated by individual difference measures of potential discrepancies between the original and the replication samples. A meta-analysis that includes both the original and replication effects of moral recall on perceptions of brightness find a small, marginally significant effect (d = 0.14 CL95 −0.002 to 0.28). A meta-analysis that includes both the original and replication effects of moral recall on preferences for light-emitting products finds a small effect that did not differ from zero (d = 0.13 CL95 −0.04 to 0.29).

scholarly journals The effect of psychotherapy for depression on improvements in social functioning: a meta-analysis

2014 ◽  
Vol 44 (14) ◽  
pp. 2913-2926 ◽  
Author(s):  
F. Renner ◽  
P. Cuijpers ◽  
M. J. H. Huibers
Keyword(s):  
Depressive Symptoms ◽  
Social Functioning ◽  
Effect Size ◽  
Meta Analysis ◽  
Self Report ◽  
Effect Sizes ◽  
Control Group ◽  
The Usa ◽  
Lower Effect ◽  
Number Of Treatment

BackgroundPatients with depression often report impairments in social functioning. From a patient perspective, improvements in social functioning might be an important outcome in psychotherapy for depression. Therefore, it is important to examine the effects of psychotherapy on social functioning in patients with depression.MethodWe conducted a meta-analysis on studies of psychotherapy for depression that reported results for social functioning at post-treatment. Only studies that compared psychotherapy to a control condition were included (31 studies with 2956 patients).ResultsThe effect size of psychotherapy on social functioning was small to moderate, before [Hedges' g = 0.46, 95% confidence interval (CI) 0.32–0.60] and after adjusting for publication bias (g = 0.40, 95% CI 0.25–0.55). Univariate moderator analyses revealed that studies using care as usual as a control group versus other control groups yielded lower effect sizes, whereas studies conducted in the USA versus other countries and studies that used clinician-rated instruments versus self-report yielded higher effect sizes. Higher quality studies yielded lower effect sizes whereas the number of treatment sessions and the effect size of depressive symptoms were positively related to the effect size of social functioning. When controlling for these and additional characteristics simultaneously in multivariate meta-regression, the effect size of depressive symptoms, treatment format and number of sessions were significant predictors. The effect size of social functioning remained marginally significant, indicating that improvements in social functioning are not fully explained by improvements in depressive symptoms.ConclusionsPsychotherapy for depression results in small to moderate improvements in social functioning. These improvements are strongly associated with, but not fully explained by, improvements in depressive symptoms.

Do etiological influences on aggression overlap with those on rule breaking? A meta-analysis

2012 ◽  
Vol 43 (9) ◽  
pp. 1801-1812 ◽  
Author(s):  
S. A. Burt
Keyword(s):  
Antisocial Behavior ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Genetic Influences ◽  
Mixed Effect ◽  
Environmental Correlations ◽  
Sibling Pairs ◽  
Mixed Effect Models ◽  
Rule Breaking ◽  
Genetic And Environmental Factors

BackgroundAlthough aggressive (AGG) and non-aggressive rule-breaking (RB) dimensions of antisocial behavior have been shown to be differentially heritable, available studies have disagreed on the extent to which the genetic and environmental factors influencing AGG also influence RB. The current meta-analysis sought to clarify the extent of etiological overlap between AGG and RB.MethodThirteen twin/sibling studies examining the covariation between AGG and RB were collected, of which 11 (with 12 independent samples) were ultimately included in the analyses (n=12923 twin/sibling pairs). Genetic and environmental correlations between AGG and RB served as study effect sizes. When squared, these correlations directly index the proportion of genetic and environmental overlap. Data were analyzed using mixed effect models.ResultsAnalyses revealed that genetic influences on AGG were largely, but not entirely, distinct from those on RB: only 38.4% of the genetic influences on AGG overlapped with those on RB. Similarly, only 10.2% of the non-shared environmental influences on AGG overlapped with those on RB. Although the conclusion that etiological influences on AGG are partially distinct from those on RB persisted across several potential moderators, the age of the sample and the informant used were found to moderate the extent of overlap.ConclusionsThe findings underscore the presence of meaningful etiological distinctions between AGG and RB, and imply that future conceptualizations of antisocial behavior should be organized (at least in part) around the dimensions of AGG and RB.

A Meta-Analysis of Selected Studies on the Effectiveness of Bilingual Education

1985 ◽  
Vol 55 (3) ◽  
pp. 269-317 ◽  
Author(s):  
Ann C. Willig
Keyword(s):  
Bilingual Education ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Future Research ◽  
Statistical Control ◽  
Bilingual Program ◽  
Bilingual Programs ◽  
Comparison Groups ◽  
Lower Effect ◽  
Conducting Research

A meta-analysis of selected studies on the efficacy of bilingual education was conducted and the results were compared with a traditional review of the same literature. When statistical controls for methodological inadequacies were employed, participation in bilingual education programs consistently produced small to moderate differences favoring bilingual education for tests of reading, language skills, mathematics, and total achievement when the tests were in English, and for reading, language, mathematics, writing, social studies, listening comprehension, and attitudes toward school or self when tests were in other languages. The magnitude of effect sizes was influenced by the types of programs compared, language of the criterion instruments, academic domain of the criterion instruments, random versus nonrandom assignment of students to programs, formula used to calculate effect sizes, and types of scores reported in the studies. Programs characterized by instability and/or hostile environments were associated with lower effect sizes. The synthesized studies contained a variety of methodological weaknesses which affected the magnitude of the effect sizes. Initial group differences—in language dominance, in environmental language exposure, in need for the bilingual program—were not uncommon. In some cases, comparison groups contained bilingual program “graduates.” In others, experimental groups changed in composition during the study through the exiting of successful students and their replacement with newcomers subsequent to pretesting and prior to posttesting. Although the technique of meta-analysis allows for statistical control of methodological inadequacies, the methodological inadequacies in the synthesized studies render the results less than definitive and highlight the need for quality research in the area of bilingual education. Problems inherent in conducting research on bilingual programs are discussed in relation to the outcomes of this synthesis, and guidelines for future research are proposed.

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