Perceptual-Cognitive Expertise in Sport: A Meta-Analysis

2007 ◽  
Vol 29 (4) ◽  
pp. 457-478 ◽  
Author(s):  
Derek T.Y. Mann ◽  
A. Mark Williams ◽  
Paul Ward ◽  
Christopher M. Janelle
Keyword(s):  
Response Time ◽  
Meta Analysis ◽  
Empirical Work ◽  
Stimulus Presentation ◽  
Cognitive Skill ◽  
Response Accuracy ◽  
Perceptual Cues ◽  
Presentation Modality ◽  
Quiet Eye ◽  
Analytic Review

Research focusing on perceptual-cognitive skill in sport is abundant. However, the existing qualitative syntheses of this research lack the quantitative detail necessary to determine the magnitude of differences between groups of varying levels of skills, thereby limiting the theoretical and practical contribution of this body of literature. We present a meta-analytic review focusing on perceptual-cognitive skill in sport (N = 42 studies, 388 effect sizes) with the primary aim of quantifying expertise differences. Effects were calculated for a variety of dependent measures (i.e., response accuracy, response time, number of visual fixations, visual fixation duration, and quiet eye period) using point-biserial correlation. Results indicated that experts are better than nonexperts in picking up perceptual cues, as revealed by measures of response accuracy and response time. Systematic differences in visual search behaviors were also observed, with experts using fewer fixations of longer duration, including prolonged quiet eye periods, compared with nonexperts. Several factors (e.g., sport type, research paradigm employed, and stimulus presentation modality) significantly moderated the relationship between level of expertise and perceptual-cognitive skill. Practical and theoretical implications are presented and suggestions for empirical work are provided.

Achievement Goals and Intrinsic Motivation: A Meta-Analytic Review

1999 ◽  
Vol 3 (4) ◽  
pp. 326-344 ◽  
Author(s):  
Laird J. Rawsthorne ◽  
Andrew J. Elliot
Keyword(s):  
Intrinsic Motivation ◽  
Achievement Goals ◽  
Significant Variation ◽  
Meta Analysis ◽  
Empirical Work ◽  
Experimental Literature ◽  
Mastery Goals ◽  
Conceptual Clarity ◽  
Analytic Review ◽  
Undermining Effect

This article presents a meta-analysis of the experimental literature that has examined the effect of performance and mastery achievement goals on intrinsic motivation. Summary analyses provided supportfor the hypothesis that the pursuit ofperformance goals has an undermining effect on intrinsic motivation relative to the pursuit of mastery goals. Moderator analyses were conducted in an attempt to explain significant variation in the magnitude and direction of this effect across studies. Results indicated that the undermining effect ofperformance goals relative to mastery goals was contingent on whether participants received confirming or nonconfirming competence feedback, and on whether the experimental procedures induced a performance-approach or performance-avoidance orientation. These findings provide conceptual clarity to the literature on achievement goals and intrinsic motivation and suggest numerous avenues for subsequent empirical work.

scholarly journals Advancing the Social Identity Theory of Leadership: A Meta-Analytic Review of Leader Group Prototypicality

2020 ◽  
Author(s):  
Niklas K Steffens ◽  
Katie A Munt ◽  
Daan van Knippenberg ◽  
Michael J. Platow ◽  
S. Alex Haslam
Keyword(s):  
Social Identity ◽  
Social Identity Theory ◽  
Meta Analysis ◽  
Group Identification ◽  
Empirical Work ◽  
Relationship Building ◽  
Leadership Roles ◽  
Analytic Review ◽  
Formal Leadership ◽  
The Relationship

This research advances a social identity approach to leadership through a meta-analysis examining four novel hypotheses that clarify the nature and impact of leader group prototypicality (the extent to which a leader is perceived to embody shared social identity). A random-effects meta-analysis (k=128, N=32,834) reveals a moderate-to-large effect of prototypicality that holds across evaluative and behavioral outcomes. The effect is stronger (a) when prototypicality is conceptualized as the ideal-type rather than the average group member, (b) for stronger prototypes (indexed by group longevity), and (c) for group members in formal rather than non-formal leadership roles. The effect is not contingent on group prototypicality entailing differentiation from other (out)groups. Additionally, results provide meta-analytic evidence of widely examined key factors: follower group identification (which enhances the relationship) and leader group-serving behavior (which attenuates the relationship). Building on these findings, we outline the implications for the next wave of theoretical and empirical work.

scholarly journals Advancing the social identity theory of leadership: A meta-analytic review of leader group prototypicality

2020 ◽  
pp. 204138662096256
Author(s):  
Niklas K. Steffens ◽  
Katie A. Munt ◽  
Daan van Knippenberg ◽  
Michael J. Platow ◽  
S. Alexander Haslam
Keyword(s):  
Social Identity ◽  
Social Identity Theory ◽  
Meta Analysis ◽  
Group Identification ◽  
Empirical Work ◽  
Relationship Building ◽  
Leadership Roles ◽  
Average Group ◽  
Analytic Review ◽  
The Relationship

This research advances a social identity approach to leadership through a meta-analysis examining four novel hypotheses that clarify the nature and impact of leader group prototypicality (the extent to which a leader is perceived to embody shared social identity). A random-effects meta-analysis ( k = 128, N = 32,834) reveals a moderate-to-large effect of prototypicality that holds across evaluative and behavioral outcomes. The effect is stronger (a) when prototypicality is conceptualized as the ideal-type rather than the average group member, (b) for stronger prototypes (indexed by group longevity), and (c) for group members in formal rather than nonformal leadership roles. The effect is not contingent on group prototypicality entailing differentiation from other (out)groups. Additionally, results provide meta-analytic evidence of widely examined key factors: follower group identification (which enhances the relationship) and leader group-serving behavior (which attenuates the relationship). Building on these findings, we outline the implications for the next wave of theoretical and empirical work.

Overcoming Resistance Through Narratives: Findings from a Meta-Analytic Review

2020 ◽  
Vol 46 (4) ◽  
pp. 412-443 ◽  
Author(s):  
Chelsea L Ratcliff ◽  
Ye Sun
Keyword(s):  
Meta Analysis ◽  
Experimental Studies ◽  
Empirical Work ◽  
Effect Sizes ◽  
Future Research ◽  
Narrative Persuasion ◽  
Random Effects Models ◽  
Analytic Review ◽  
Narrative Engagement ◽  
The Relationship

Abstract To understand the mechanisms underlying narrative persuasion, a growing body of theoretical and empirical work suggests that narratives reduce audience resistance, possibly via narrative engagement. To synthesize this research, we performed a two-part meta-analysis using three-level random-effects models. Part I focused on experimental studies that directly compared narratives and non-narratives on resistance. Based on 15 effect sizes from nine experimental studies, the overall effect size was d = −.213 (equivalent r = −.107; p < .001), suggesting that narratives generated less resistance than non-narratives. Part II was a synthesis of studies of the relationship between narrative engagement and resistance, consisting of 63 effect sizes from 25 studies. Narrative engagement and resistance were negatively correlated (r = −.131; p < .001), and this relationship was moderated by narrative message characteristics, including genre, length, medium, and character unit. Implications of our findings and directions for future research are discussed.

A Meta Analytic Review of the Relationship between Emotional Intelligence and Leadership Effectiveness

2019 ◽  
Vol 118 (9) ◽  
pp. 118-126
Author(s):  
Augusty P. A ◽  
Jain Mathew
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Direct Relationship ◽  
Effective Leadership ◽  
Leadership Effectiveness ◽  
Meta Analysis ◽  
Correlation Coefficients ◽  
Review Of Literature ◽  
Analytic Review ◽  
The Relationship

The study evaluates the relationship between Emotional Intelligence and Leadership Effectiveness through a Systematic Review of Literature. The relationship has been evaluated in two steps. First, a Systematic review of literature was done to provide a theoretical framework to link the dimensions of Emotional Intelligence to the elements of effective leadership. Meta-analysis was then used to consolidate empirical evidence of the relationship. The studies for the meta-analysis were sourced from Pro Quest and EBSCO and the correlation coefficients of the studies were analysed. Only articles that presented the direct relationship between the variables were included in the study. The results of the analysis revealed a strong, statistically significant relationship between emotional intelligence and effective leadership. The findings of the study provide evidence for the proposition that Emotional Intelligence and Leadership Effectiveness are interrelated.

Rumination in Borderline Personality Disorder: Meta-Analysis

2018 ◽  
Author(s):  
Mara J. Richman ◽  
Zsolt Unoka ◽  
Robert Dudas ◽  
Zsolt Demetrovics
Keyword(s):  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Emotion Dysregulation ◽  
Meta Analysis ◽  
Borderline Personality ◽  
Therapeutic Interventions ◽  
Sample Type ◽  
Moderator Variables ◽  
Analytic Review ◽  
Self Harm

Borderline personality disorder (BPD) is characterized by deficits in emotion regulation and affective liability. Of this domain, ruminative behaviors have been considered a core feature of emotion dysregulation difficulties. Despite this, inconsistencies have existed in the literature regarding which rumination type is most prominent in those with BPD symptoms. Moreover, no meta-analytic review has been performed to date on rumination in BPD. Taking this into consideration, a meta-analysis was performed to assess how BPD symptoms correlate with rumination, while also considering clinical moderator variables (i.e., BPD symptom domain, co-morbidities, GAF score) and demographic moderator variables (i.e., age, gender, sample type, and education level). Analysis of correlation across rumination domains for the entire sample revealed a medium overall correlation between BPD symptoms and rumination. When assessing types of rumination, the largest correlation was among pain rumination followed by anger, depressive, and anxious rumination. Among BPD symptom domain, affective instability had the strongest correlation with increased rumination, followed by unstable relationships, identity disturbance, and self-harm/ impulsivity, respectively. Demographic variables showed no significance. Clinical implications are considered and further therapeutic interventions are discussed in the context of rumination.

Temporal Discounting Across Adulthood: A Systematic Review and Meta-analysis

2020 ◽  
Author(s):  
Kendra Leigh Seaman ◽  
Sade J Abiodun ◽  
Zöe Fenn ◽  
Gregory Russell Samanez-Larkin ◽  
Rui Mata
Keyword(s):  
Age Differences ◽  
Intertemporal Choice ◽  
Meta Analysis ◽  
Empirical Work ◽  
Adult Life ◽  
Temporal Discounting ◽  
Total N ◽  
Adult Age ◽  
Adult Age Differences ◽  
Choice Tasks

A number of developmental theories have been proposed that make differential predictions about the links between age and temporal discounting; that is, the valuation of rewards at different points in time. Most empirical studies examining adult age differences in temporal discounting have relied on economic intertemporal choice tasks, which pit choosing a smaller, sooner monetary reward against choosing a larger, later one. Although initial studies using these tasks suggested older adults discount less than younger adults, follow-up studies provided heterogeneous, and thus inconclusive, results. Using an open science approach, we test the replicability of adult age differences in temporal discounting by conducting a preregistered systematic literature search and meta-analysis of adult age differences in intertemporal choice tasks. Across 37 cross-sectional studies (Total N = 104,736), we found no reliable relation between age and temporal discounting (r = -0.081, 95% CI [-0.185, 0.025]). We also found little evidence of publication bias or p-hacking. Exploratory analyses of moderators found no effect of experimental design (e.g., extreme-group vs. continuous age), incentives (hypothetical vs. rewards), amount of delay (e.g., days, weeks, months, or years), or quantification of discounting behavior (e.g., proportion of immediate choices vs. parameters from computational modeling). Additional analyses of 12 participant-level data sets found little support for a nonlinear relation between age and temporal discounting across adulthood. Overall, the results suggest that adult age is not reliably associated with individual differences in temporal discounting. We provide recommendations for future empirical work on temporal discounting across the adult life span.

scholarly journals Effects of Gamification on Behavioral Change in Education: A Meta-Analysis

2021 ◽  
Vol 18 (7) ◽  
pp. 3550
Author(s):  
Jihoon Kim ◽  
Darla M. Castelli
Keyword(s):  
Behavioral Change ◽  
Information Science ◽  
Meta Analysis ◽  
Learning Outcome ◽  
Random Effects Model ◽  
Educational Setting ◽  
Short Term ◽  
Analytic Review ◽  
K 12 ◽  
Academic Search

Background: Gamified reward systems, such as providing digital badges earned for specific accomplishments, are related to student engagement in educational settings. The purpose of this study was to conduct a meta-analytic review to quantify the effects of gamified interventions on student behavioral change. Methods: A meta-analysis was performed using the following databases: The Academic Search Complete, Communication & Mass Media Complete, Education Source, ERIC, Library Information Science & Technology Abstracts, and PsycINFO. Inclusion in the review required: (a) peer-reviewed conducted between 2010 and 2019, (b) experimental controlled design, (c) gamification elements, and (d) educational setting. Results: Using a random-effects model, a statistically significant (Cohen’s d (ES) = 0.48, 95% CI = 0.33, 0.62) gamification effect was evidenced by moderate and positive grand effects sizes (ES). Gamification effects were higher with adults in higher education (ES = 0.95) than K-12 students (ES = 0.92). Brief interventions delivered in days or less than 1 week were significantly more effective (ES = 1.57) than interventions lasting up to 20 weeks (ES = 0.30). Interventions incorporating gamification elements across years (ES = −0.20) was adversely associated with behavioral change. Conclusions: Findings suggest that short-term over longer-term gamified interventions might be a promising way to initiate changes in learner’s behaviors and improve learning outcome.

scholarly journals Effective Components of School-Based Prevention Programs for Child Abuse: A Meta-Analytic Review

2021 ◽  
Author(s):  
Jeanne Gubbels ◽  
Claudia E. van der Put ◽  
Geert-Jan J. M. Stams ◽  
Mark Assink
Keyword(s):  
Child Abuse ◽  
Program Effectiveness ◽  
Meta Analysis ◽  
Prevention Programs ◽  
Effect Sizes ◽  
Positive Effects ◽  
School Based ◽  
Analytic Review ◽  
Program Components ◽  
Self Protection

AbstractSchool-based programs seem promising for child abuse prevention. However, research mainly focused on sexual child abuse and knowledge is lacking on how individual program components contribute to the effectiveness of school-based prevention programs for any form of child abuse. This study aimed to examine the overall effect of these school-based programs on (a) children’s child abuse-related knowledge and (b) self-protection skills by conducting two three-level meta-analyses. Furthermore, moderator analyses were performed to identify how program components and delivery techniques were associated with effectiveness. A literature search yielded 34 studies (158 effect sizes; N = 11,798) examining knowledge of child abuse and 22 studies (99 effect sizes; N = 7804) examining self-protection skills. A significant overall effect was found of school-based programs on both knowledge (d = 0.572, 95% CI [0.408, 0.737], p < 0.001) and self-protection skills (d = 0.528, 95% CI [0.262, 0.794], p < 0.001). The results of the first meta-analysis on children’s child abuse knowledge suggest that program effects were larger in programs addressing social–emotional skills of children (d = 0.909 for programs with this component versus d = 0.489 for programs without this component) and self-blame (d = 0.776 versus d = 0.412), and when puppets (d = 1.096 versus d = 0.500) and games or quizzes (d = 0.966 versus d = 0.494) were used. The second meta-analysis on children’s self-protections skills revealed that no individual components or techniques were associated with increased effectiveness. Several other study and program characteristics did moderate the overall effects and are discussed. In general, school-based prevention programs show positive effects on both knowledge and self-protection skills, and the results imply that program effectiveness can be improved by implementing specific components and techniques.

A Meta-Analytic Review of the Relationship Between Learning Organization and Organizational Performance and Employee Attitudes: Using the Dimensions of Learning Organization Questionnaire

2021 ◽  
pp. 153448432098736
Author(s):  
Boreum Ju ◽  
Yunsoo Lee ◽  
Sunyoung Park ◽  
Seung Won Yoon
Keyword(s):  
Organizational Performance ◽  
National Culture ◽  
Learning Organization ◽  
Meta Analysis ◽  
Negative Relationship ◽  
Employee Attitudes ◽  
Future Research ◽  
Analytic Review ◽  
Dimensions Of Learning ◽  
The Relationship

The purpose of this meta-analysis study is to examine the correlations between the Dimensions of Learning Organization Questionnaire (DLOQ) and frequently examined outcomes including organizational performance and employee attitudes. Positive relationships were found between the DLOQ and organizational performance (e.g., financial, knowledge, and innovative performance) and employee attitudes (e.g., organizational commitment and job satisfaction) and the sub-dimensions (e.g., affective, continuance, and normative commitment), with a notable exception of a negative relationship between the DLOQ and turnover. Because the DLOQ has been used in many countries over the years, this study also examined the influence of national culture on the outcomes. Power distance moderated the relationship between the learning organization and overall organizational performance. Our meta-analytic review makes substantive contributions to the literature on the learning organization concept and the study of national culture as a significant moderator. Implications of these findings and suggestions for future research are discussed.

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