A Meta-Analytic Review of the Effect of Socioeconomic Status on Academic Performance

2021 ◽  
pp. 002205742110319
Author(s):  
Abdullah Selvitopu ◽  
Metin Kaya
Keyword(s):  
Socioeconomic Status ◽  
Academic Performance ◽  
Grade Level ◽  
Meta Analysis ◽  
Total Sample ◽  
Related Literature ◽  
Moderating Factors ◽  
Analytic Review ◽  
Moderate Positive Correlation ◽  
Performance Scale

The two main purposes of the current meta-analysis were (a) to determine the relation between socioeconomic status (SES) of students and academic performance (AP) (b) and evaluate the effect of several potential moderating factors in this relation. Data covered the publications between 2010 and 2019, and the dataset consisted of 48 independent studies that included 62 different samples, and the total sample was 386.601. Findings revealed that the relation between SES and academic performance represented a moderate positive correlation. All moderators, type of SES measure, academic performance scale, location, grade level, subjects of academic performance, and year, produced significant effects, respectively. These findings were discussed for every category of moderators with the related literature.

Self-Esteem and Socioeconomic Status: A Meta-Analytic Review

2002 ◽  
Vol 6 (1) ◽  
pp. 59-71 ◽  
Author(s):  
Jean M. Twenge ◽  
W. Keith Campbell
Keyword(s):  
Socioeconomic Status ◽  
Young Adulthood ◽  
Asian Americans ◽  
Effect Size ◽  
Social Indicator ◽  
Middle Age ◽  
Meta Analysis ◽  
Self Esteem ◽  
Analytic Review ◽  
Over Time

Socioeconomic status (SES) has a small but significantrelationship with self-esteem (d = .15, r = .08) in a meta-analysis of 446 samples (total participant N = 312,940). Higher SES individuals report higher self-esteem. The effect size is very small in young children, increases substantially during young adulthood, continues higher until middle age, and is then smaller for adults over the age of 60. Gender interacts with birth cohort: The effect size increased over time for women but decreased over time for men. Asians and Asian Americans show a higher effect size, and occupation and education produce higher correlations with self-esteem than income does. The results are most consistent with a social indicator or salience model.

Comparability of WISC and Peabody IQs of Young Children from Three Heterogeneous Groups

1977 ◽  
Vol 40 (3_suppl) ◽  
pp. 1345-1346
Author(s):  
Gary L. Hatch ◽  
Theron M. Covin
Keyword(s):  
Socioeconomic Status ◽  
Young Children ◽  
Total Sample ◽  
Full Scale ◽  
Child Study ◽  
Heterogeneous Groups ◽  
Verbal Scale ◽  
Middle Range ◽  
Study Center ◽  
Performance Scale

Peabody and WISC IQs of three groups of children from differing socioeconomic status levels and/or intellectual levels were compared. For the total sample of 67, correlations of .88, .88, .91 were obtained between the Peabody and WISC Verbal, Performance, and Full Scale IQs, respectively. The Peabody IQs correlated .74 with the WISC Full Scale for the middle-range of intelligence (kindergarten). Those of higher socioeconomic status in a child study center showed the highest correlation .57 between Peabody and WISC Performance Scale IQs. For more deprived children from Headstart IQs on the Peabody and WISC Verbal Scale correlated .63.

The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review

1996 ◽  
Vol 66 (3) ◽  
pp. 227-268 ◽  
Author(s):  
Harris Cooper ◽  
Barbara Nye ◽  
Kelly Charlton ◽  
James Lindsay ◽  
Scott Greathouse
Keyword(s):  
Test Scores ◽  
Grade Level ◽  
Summer School ◽  
Conceptual Knowledge ◽  
Meta Analysis ◽  
Lower Class ◽  
Achievement Test ◽  
Achievement Test Scores ◽  
Summer Vacation ◽  
Analytic Review

A review of 39 studies indicated that achievement test scores decline over summer vacation. The results of the 13 most recent studies were combined using meta-analytic procedures. The meta-analysis indicated that the summer loss equaled about one month on a grade-level equivalent scale, or one tenth of a standard deviation relative to spring test scores. The effect of summer break was more detrimental for math than for reading and most detrimental for math computation and spelling. Also, middle-class students appeared to gain on grade-level equivalent reading recognition tests over summer while lower-class students lost on them. There were no moderating effects for student gender or race, but the negative effect of summer did increase with increases in students’ grade levels. Suggested explanations for the findings include the differential availability of opportunities to practice different academic material over summer (with reading practice more available than math practice) and differences in the material’s susceptibility to memory decay (with fact- and procedure-based knowledge more easily forgotten than conceptual knowledge). The income differences also may be related to differences in opportunities to practice and learn. The results are examined for implications concerning summer school programs and proposals concerning school calendar changes

scholarly journals Entrepreneurial orientation and firm performance: an updated meta-analysis

2019 ◽  
Vol 55 (2) ◽  
pp. 143-159
Author(s):  
Mauren do Couto Soares ◽  
Marcelo Gattermann Perin
Keyword(s):  
Firm Performance ◽  
Organizational Performance ◽  
Entrepreneurial Orientation ◽  
Positive Impact ◽  
Meta Analysis ◽  
Total Sample ◽  
Mediation Effects ◽  
Content Type ◽  
Analytic Review ◽  
The Relationship

Purpose The purpose of this paper is to analyze the relationship between entrepreneurial orientation (EO) and organizational performance through an updated and extended meta-analytic review that includes EO, mediators, moderators and performance results. Design/methodology/approach Using Pearson correlations as effect size statistics, and based on 80 independent samples from 78 studies, with a total sample size of 19,514 cases, the meta-analysis consolidates the empirical findings of this field of research. Findings The results reveal that there is a direct and positive impact of EO on organizational performance, and this effect is stronger for multi-item measures of performance and for revenue-based performance measures. In addition, the authors found partial mediation effects of learning orientation and innovativeness on the relationship between EO and firm performance. Originality/value The work contributes to the literature by demonstrating the importance of EO to organizational performance with a meta-analysis, reporting the partially mediating variables in this relationship and seeking to explain the observed inconsistencies in preceding results, also examining methodological moderating variables. Hence, the research extends previous meta-analytic studies done in the area.

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.

Meta-Analysis of Criterion Validity for Curriculum-Based Measurement in Written Language

2016 ◽  
Vol 51 (2) ◽  
pp. 72-82 ◽  
Author(s):  
John Elwood Romig ◽  
William J. Therrien ◽  
John W. Lloyd
Keyword(s):  
Grade Level ◽  
Meta Analysis ◽  
Criterion Validity ◽  
Written Language ◽  
Curriculum Based Measurement ◽  
Inclusion Criteria ◽  
Correct Word

We used meta-analysis to examine the criterion validity of four scoring procedures used in curriculum-based measurement of written language. A total of 22 articles representing 21 studies ( N = 21) met the inclusion criteria. Results indicated that two scoring procedures, correct word sequences and correct minus incorrect sequences, have acceptable criterion validity with commercially developed and state- or locally developed criterion assessments. Results indicated trends for scoring procedures at each grade level. Implications for researchers and practitioners are discussed.

scholarly journals Detection of three pandemic causing coronaviruses from non-respiratory samples: systematic review and meta-analysis

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Chandan Mishra ◽  
Suneeta Meena ◽  
Jitendra Kumar Meena ◽  
Suman Tiwari ◽  
Purva Mathur
Keyword(s):  
Systematic Review ◽  
Detection Rate ◽  
Meta Analysis ◽  
Total Sample ◽  
Urine Samples ◽  
Pathogenic Potential ◽  
Clinical Specimens ◽  
Qrt Pcr ◽  
Corona Virus ◽  
Positive Rate

AbstractSARS-CoV-2 has posed an unprecedented challenge to the world. Pandemics have been caused previously by viruses of this family like Middle East Respiratory Corona Virus (MERS CoV), Severe Acute Respiratory Syndrome Corona Virus (SARS CoV). Although these viruses are primarily respiratory viruses, but they have been isolated from non-respiratory samples as well. Presently, the detection rate of SARS‐CoV‐2 RNA from different clinical specimens using Real Time Reverse Transcriptase Polymerized Chain Reaction (qRT‐PCR) after onset of symptoms is not yet well established. Therefore, the aim of this systematic review was to establish the profile of detecting SARS‐CoV‐2, MERS CoV, SARS CoV from different types of clinical specimens other than the respiratory using a standard diagnostic test (qRT‐PCR). A total of 3429 non-respiratory specimens were recorded: SARS CoV (total sample—802), MERS CoV (total sample—155), SARS CoV-2 (total sample—2347). Out of all the samples studied high positive rate was seen for saliva with 96.7% (14/14; 95% CI 87.6–100.0%) for SARS CoV and 57.5% (58/250; 95% CI − 1.2 to 116.2%) for SARS CoV-2, while low detection rate in urine samples for SARS CoV-2 with 2.2% (8/318; 95% CI 0.6–3.7%) and 9.6% (12/61; 95% CI − 0.9 to 20.1%) for SARS CoV but there was relatively higher positivity in urine samples for MERS CoV with detection rate of 32.4% (2/38; 95% CI − 37.3 to 102.1%). In Stool sample positivity was 54.9% (396/779; 95% CI 41.0–68.8%), 45.2% (180/430; 95% CI 28.1–62.3%) and 34.7% (4/38; 95% CI − 29.5 to 98.9%) for SARS CoV-2, MERS CoV, and SARS CoV, respectively. In blood sample the positivity was 33.3% (7/21; 95% CI 13.2–53.5%), 23.7% (42/277; 95% CI 10.5–36.9%) and 2.5% (2/81; 95% CI 0.00–5.8%) for MERS CoV, SARS CoV-2 and SARS CoV respectively. SARS‐CoV‐2 along with previous two pandemic causing viruses from this family, were highly detected stool and saliva. A low positive rate was recorded in blood samples. Viruses were also detected in fluids along with unusual samples like semen and vaginal secretions thus highlighting unique pathogenic potential of SARS‐CoV‐2.

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