scholarly journals Attributions of Blame in Stranger and Acquaintance Rape: A Multilevel Meta-Analysis and Systematic Review

2020 ◽  
pp. 152483802097714
Author(s):  
Sofia Persson ◽  
Katie Dhingra
Keyword(s):  
Meta Analysis ◽  
Synthesis Method ◽  
Past Research ◽  
Evidence Base ◽  
Ambivalent Sexism ◽  
Acquaintance Rape ◽  
Medium Effect ◽  
Victim Blame ◽  
Future Research ◽  
Relevant Variable

Background: Victim blame, particularly in cases of acquaintance rape, presents an obstacle to criminal justice. Past research indicates that acquaintance rape results in more blame than stranger rape. However, there are inconsistencies in these findings (e.g., whether there is a linear relationship between victim blame and relationship closeness), partly due to methodological variation. Objectives: To examine the effect of victim–perpetrator relationship on victim blame, how this effect is impacted by rape myth acceptance (RMA) and ambivalent sexism (AS), and to establish what the methodological quality is of studies. Synthesis method: Studies were synthesized through a multilevel meta-analysis using the Metafor package in R (version 2.4-0), synthesizing findings from 47 individual studies. Studies compared victim blame between stranger and acquaintance rape, in isolation or in conjunction with RMA and AS, and were identified through a database search. Results: The review found higher levels of blame in acquaintance as compared to stranger rape, with a medium effect size. This effect was not moderated by RMA. AS was not included as a moderator in the meta-analysis, but the review indicated that benevolent sexism may be a particularly relevant variable. Implications: Future research should examine the relationship between AS and victim blame. The current review contributes to the evidence base on victim blame in rape cases by suggesting that methodological limitations can account for some of the past mixed findings in this area, particularly in a lack of consistency in vignette details. It is recommended that future sexual assault research uses rigorous methodology and increases transparency of research processes.

A-54 The Relationship between Age and MMSE Performance Amongst Individuals with Heart Failure

2021 ◽  
Vol 36 (6) ◽  
pp. 1096-1096
Author(s):  
Natasha Nemanim ◽  
Nicholas Lackey ◽  
Eric J Connors ◽  
Alexander O Hauson ◽  
Anna Pollard ◽  
...  
Keyword(s):  
Heart Failure ◽  
Meta Analysis ◽  
Included Study ◽  
Effect Sizes ◽  
Medium Effect ◽  
Future Research ◽  
Global Cognition ◽  
Meta Regression ◽  
K 12 ◽  
The Impact

Abstract Objective A previous meta-analysis assessing the impact of heart failure (HF) on cognition found the HF group performed more poorly than the healthy control (HC) on global cognition measures. The study observed a medium effect and moderate heterogeneity when using the Mini-Mental Status Examination (MMSE) to measure HF’s impact on global cognition. The current meta-regression explores whether the mean age of the HF group moderates performance on the MMSE when comparing HF patients to HC. Data Selection Two researchers independently searched eight databases, extracted data, and calculated effect sizes as part of a larger study. Inclusion criteria were: (a) adults with a diagnosis of HF, (b) comparison of HF patients to HC, and (c) adequate data to calculate effect sizes. Articles were excluded if patients had other types of organ failure, the article was not available in English, or there was a risk of sample overlap with another included study. Twelve articles (HF n = 1166 and HC n = 1948) were included. The unrestricted maximum likelihood computational model was used for the meta-regression. Data Synthesis Studies included in the meta-regression evidenced a statistically significant medium effect size estimate with moderate heterogeneity (k = 12, g = 0.671, p < 0.001, I2 = 80.91%). The meta-regression was statistically significant (slope = −0.023, p = 0.0022, Qmodel = 5.26, df = 1, p = 0.022). Conclusions Individuals with HF performed more poorly on the MMSE than HC. Larger effect sizes on the MMSE were observed in studies with participants who were younger compared to studies with participants who were older. Future research should continue to delineate the impact of age on global cognition in individuals with HF.

scholarly journals Family involvement in publicly traded firms and firm performance: a meta-analysis

2018 ◽  
Vol 41 (2) ◽  
pp. 225-251 ◽  
Author(s):  
Vas Taras ◽  
Esra Memili ◽  
Zhonghui Wang ◽  
Henrik Harms
Keyword(s):  
Firm Performance ◽  
Family Involvement ◽  
Organizational Design ◽  
Family Firms ◽  
Meta Analysis ◽  
Past Research ◽  
Future Research ◽  
Publicly Traded ◽  
Content Type ◽  
Publicly Traded Firms

Purpose This study aims to investigate the effects of family involvement in corporations on firm performance. It remains unclear whether family-owned companies, or companies with other forms of family involvement in the corporate governance, perform better than firms with no family involvement. Furthermore, the study focuses on family involvement in publicly traded firms, which are different from private family firms. Hence, knowledge about family firms will be enriched through a closer look at the publicly traded family firms and shed further light onto the heterogeneity among family firms. Design/methodology/approach The present study uses a meta-analysis of the extant research on family involvement and publicly traded family firm performance. The authors synthesize past research, identify and reconcile mixed findings and expand the understanding of the phenomenon. Findings Involvement of the founding family members in firm governance tends to improve firm performance, albeit the effect is rather weak. However, the effect varies greatly depending on the type of family involvement and the measure of performance. The authors also identify regional differences, as well as variations by the firm size and study design. Furthermore, under-researched areas are identified for future research. Practical implications The results of the study would be useful in guiding organizational design and investment decisions. Originality/value By using the meta-analytic approach, the present study provides a comprehensive review of the empirical evidence available on the issue so far. Most importantly, the authors were able to conduct a series of tests to assess the moderating effects of a number of factors that could not be evaluated in any individual study in the meta-analytic database.

A Stepwise Approach to Systematic Reviews and Meta-analyses of Endovascular Interventions

2020 ◽  
Vol 27 (5) ◽  
pp. 805-817
Author(s):  
George A. Antoniou ◽  
Giuseppe Biondi-Zoccai ◽  
Francesco Versaci ◽  
Stavros A. Antoniou
Keyword(s):  
Systematic Reviews ◽  
Evidence Synthesis ◽  
Meta Analysis ◽  
Evidence Base ◽  
Future Research ◽  
Specific Topic ◽  
Stepwise Approach ◽  
Endovascular Interventions ◽  
Statistical Precision ◽  
Meta Analyses

The accrual of clinical studies poses important challenges to researchers and practitioners, especially in the field of endovascular therapy, where patient, lesion, technique, and device subtleties abound. Systematic reviews and meta-analyses may prove particularly fruitful in such settings by increasing statistical precision and bolstering external validity if the evidence base on a specific topic is consistent or by highlighting important discrepancies in the opposite scenario. However, mastering the correct approach to systematic review and meta-analysis is challenging for careful readers or for those interested in conducting such an evidence synthesis exercise. The present article highlights a stepwise approach to systematic reviews and meta-analyses, focusing on endovascular interventions, which will prove useful to anyone reading or wishing to synthesize the evidence base on endovascular topics to optimize decision making or shape future research efforts.

A Meta-Analysis of Facebook-Assisted Learning Outcomes and Their Gender Differences

2021 ◽  
Vol 13 (4) ◽  
pp. 63-82
Author(s):  
*Zhonggen Yu ◽  
Liheng Yu
Keyword(s):  
Gender Differences ◽  
Social Media ◽  
Learning Outcomes ◽  
Effect Size ◽  
Meta Analysis ◽  
Medium Effect ◽  
Future Research ◽  
Small Effect Size ◽  
Medium Effect Size ◽  
Media Applications

Social media applications such as Facebook have received wide attention in their use in education. However, it is still hard to arrive at a conclusion regarding whether a Facebook-assisted approach is effective in education and whether there are any significant gender differences in the learning outcomes. Based on rigid inclusion criteria, this study included 21 peer-reviewed high-quality journal articles. Through a meta-analysis using Reviewer Manager 5.3, the authors concluded that a Facebook-assisted approach could obtain significantly higher learning outcomes than the non-Facebook-assisted one with a medium effect size (d = 0.42) and that females could achieve significantly better learning outcomes than males with a very small effect size (d = -0.21) in the Facebook-assisted education. Future research could examine the effect of educational use of other social media applications, as well as in sociological, psychological, or educational dimensions.

scholarly journals The Impact of Mindfulness-Based Programmes on Self-Compassion in Nonclinical Populations: a Systematic Review and Meta-Analysis

Mindfulness ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 29-52
Author(s):  
Hannah L. Golden ◽  
Jane Vosper ◽  
Jessica Kingston ◽  
Lyn Ellett
Keyword(s):  
Publication Bias ◽  
Meta Analysis ◽  
Small Sample ◽  
Medium Effect ◽  
Future Research ◽  
Significant Heterogeneity ◽  
Self Compassion ◽  
Small Sample Sizes ◽  
Randomised Controlled ◽  
The Impact

Abstract Objectives Self-compassion has been proposed as a mechanism of change in mindfulness-based programmes (MBPs). The current study systematically reviewed the evidence for the effect of MBPs on self-compassion, in randomised controlled trials addressing broad mental health outcomes (depression, anxiety and stress) in nonclinical populations, and statistically synthesisesd these findings in a meta-analysis. Methods Three databases were systematically searched, and pre-post programme between group effect sizes (Hedges g) were calculated and synthesised using meta-analytic procedures. Correlation between change in self-compassion and distress (r) was also assessed. Moderator analyses were conducted and publication bias was assessed. Results Twenty-six studies met inclusion criteria (n = 598). A significant medium effect of pre-post change on self-compassion was found for MBPs compared to control conditions (g = 0.60, 95% CI = 0.41 to 0.80, p < 0.001). There was significant heterogeneity in the study sample, and no differences found for any of the moderators tested. There was no strong evidence for publication bias. Meta-analysis of correlation between change in self-compassion and distress was underpowered and found no significant effect. The improvement in self-compassion following MBI was not always consistent with improvements in depression or anxiety. Conclusions The results suggest that MBPs can increase self-compassion in nonclinical populations, though the moderators of this effect remain unknown. Methodological limitations include small sample sizes, over-reliance on wait-list control conditions and limitations in how self-compassion is measured. Theoretical and clinical implications of the review, and future research directions, are also discussed.

scholarly journals Interventions to improve discharge from acute adult mental health inpatient care to the community: systematic review and narrative synthesis

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Natasha Tyler ◽  
Nicola Wright ◽  
Justin Waring
Keyword(s):  
Mental Health ◽  
Continuity Of Care ◽  
Meta Analysis ◽  
Critical Time ◽  
Evidence Base ◽  
Community Services ◽  
Cochrane Library ◽  
Future Research ◽  
Narrative Synthesis ◽  
Discharge Model

Abstract Background The transition from acute mental health inpatient to community care is often a vulnerable period in the pathway, where people can experience additional risks and anxiety. Researchers globally have developed and tested a number of interventions that aim to improve continuity of care and safety in these transitions. However, there has been little attempt to compare and contrast the interventions and specify the variety of safety threats they attempt to resolve. Methods The study aimed to identify the evidence base for interventions to support continuity of care and safety in the transition from acute mental health inpatient to community services at the point of discharge. Electronic Databases including PsycINFO, MEDLINE, Embase, HMIC, CINAHL, IBSS, Cochrane Library Trials, ASSIA, Web of Science and Scopus, were searched between 2000 and May 2018. Peer reviewed papers were eligible for inclusion if they addressed adults admitted to an acute inpatient mental health ward and reported on health interventions relating to discharge from the acute ward to the community. The results were analysed using a narrative synthesis technique. Results The total number of papers from which data were extracted was 45. The review found various interventions implemented across continents, addressing problems related to different aspects of discharge. Some interventions followed a distinct named approach (i.e. Critical Time Intervention, Transitional Discharge Model), others were grouped based on key components (i.e. peer support, pharmacist involvement). The primary problems interventions looked to address were reducing readmission, improving wellbeing, reducing homelessness, improving treatment adherence, accelerating discharge, reducing suicide. The 69 outcomes reported across studies were heterogeneous, meaning it was difficult to conduct comparative quantitative meta-analysis or synthesis. Conclusions The interventions reviewed are spread across a spectrum ranging from addressing a single problem within a single agency with a single solution, to multiple solutions addressing multi-agency problems. We recommend that future research attempts to improve homogeneity in outcome reporting.

A Systematic Review and Meta-Analysis of the Effects of Outdoor Education Programs on Adolescents’ Self-Efficacy

2021 ◽  
pp. 003151252110227
Author(s):  
Bin-Bin Fang ◽  
Frank J. H. Lu ◽  
Diane L. Gill ◽  
Sean H. Liu ◽  
Theresa Chyi ◽  
...  
Keyword(s):  
Publication Bias ◽  
Effect Size ◽  
Self Efficacy ◽  
Outdoor Education ◽  
Meta Analysis ◽  
Study Groups ◽  
Medium Effect ◽  
Future Research ◽  
Education Programs ◽  
Analytic Review

While prior research has generally found Outdoor Education Programs (OEPs) to be beneficial to adolescents’ self-efficacy, we sought to conduct a meta-analytic review of prior studies in this area in order to pinpoint the key elements to OEPs’ effectiveness. Following Cooper’s guidelines for synthesis research and meta-analysis, we searched six electronic databases for relevant articles: PubMed, Sciencedirect, Medline, PsycArticles, and Behavioral Sciences Collection of EBSCO, and Eric. Selection criteria were: Populations, Interventions, Comparators, Outcomes, Study Design (PICOS), and Methodological Index for Non-randomized Studies (MINORS). We estimated the effect size of the selected studies with a 95% confidence interval (CI), estimated I-squared (I2) for heterogeneity analysis and analyzed publication bias by Egger's test. After excluding many studies, we reviewed 12 studies with 2,642 participants that were deemed to be eligible for final analysis. We discovered a high level of heterogeneity (I-squared value =82.474) in the findings of the selected studies. Our meta-analyses revealed that adolescents participating in OEPs enhanced their self-efficacy (medium effect size; Hedges’s g = 0.597) but this enhancement was moderated by participants’ mental health status, the length of the experiments, study groups, and the duration of the intervention. We found no evidence of publication bias (Egger: bias = 2.001, 95% CI = −0.736 to 4.739, p = .137). We discussed our research limitations and the theoretical and practical implications of these findings and made recommendations for future research.

scholarly journals Mindfulness-Based Interventions for Teachers: A Meta-Analysis of the Emerging Evidence-Base

2018 ◽  
Author(s):  
David A. Klingbeil ◽  
Tyler L Renshaw
Keyword(s):  
Occupational Stress ◽  
Classroom Climate ◽  
Variance Estimation ◽  
Meta Analysis ◽  
Evidence Base ◽  
Self Report ◽  
Clinical Samples ◽  
Future Research ◽  
Negative Consequences ◽  
Positive Effects

Teachers report high levels of occupational stress, which is associated with teacher turnover and potential negative consequences for students. Mindfulness-based interventions (MBIs) may improve the protective factors that buffer educators against occupational stress. Although previous meta-analytic reviews synthesized the effects of MBIs for healthy and clinical samples of adults, this study was the first to synthesize the effects of MBIs for teachers (grades pre-K through 12). A total of 347 effect sizes from 29 studies (N = 1,493) were synthesized using meta-regression with robust variance estimation. Overall, MBIs had a medium treatment effect on teacher outcomes (g = .601, SE = .089). Visual and statistical evidence of publication bias suggested this estimate may be positively biased. Three potential study-level moderators for overall effects were also examined, but none were statistically significant. MBIs were associated with small-to-medium positive effects on therapeutic processes and therapeutic outcomes. MBIs had the smallest effects on measures of classroom climate and instructional practices. Overall, findings were similar to other meta-analytic reviews of MBIs for non-clinical adult populations and working professionals. The literature on MBIs for teachers appears to have similar gaps as research on MBIs for adults (e.g., Davison &amp; Kaszniak, 2015), including the primary use of self-report measures, the lack of active treatment comparisons, and rare reporting of treatment fidelity data. Directions for future research and implications are discussed. [*Note: Supplemental online materials cited in the paper are included in the preprint document following the main paper.]

An Evidence-Based Review and Meta-Analysis of Active Supervision

2019 ◽  
Vol 45 (2) ◽  
pp. 117-128
Author(s):  
Nicholas A. Gage ◽  
Todd Haydon ◽  
Ashley S. MacSuga-Gage ◽  
Emily Flowers ◽  
Lyndsie Erdy
Keyword(s):  
Meta Analysis ◽  
Evidence Base ◽  
Effect Sizes ◽  
Future Research ◽  
Evidence Based ◽  
Student Behaviors ◽  
Design Standards ◽  
Calculated Effect ◽  
What Works Clearinghouse

Active supervision—defined as circulating, scanning, interacting with students, and reinforcing demonstrations of expected academic and social behaviors by a teacher or other staff member—is often considered a component of safe and secure schools. Yet, the evidence base supporting the effectiveness of active supervision has not been synthesized or evaluated for its quality. Therefore, we conducted an evidence-based review and meta-analysis of empirical research evaluating the effects of active supervision in schools. We identified 12 research studies evaluating active supervision, assessed the quality of each study, and calculated effect sizes for student behaviors, including disruptive behavior. Results from the four studies meeting data requirements for estimating standardized mean difference effect sizes suggest that, on average, active supervision reduced problem behavior by almost 2.0 standard deviation units. Only four studies met the What Works Clearinghouse (WWC) design standards and the results of those were mixed, thus not meeting the WWC evidence-based criteria. Limitations and recommendations for future research are discussed.

scholarly journals A-170 The Effects of Mindfulness-Based Interventions on Cognitive Control and Complex Visual Attention: A Meta-Analysis

2020 ◽  
Vol 35 (6) ◽  
pp. 964-964
Author(s):  
Simpson A ◽  
Clark J ◽  
Paredes J
Keyword(s):  
Visual Attention ◽  
Cognitive Control ◽  
Sustained Attention ◽  
Meta Analysis ◽  
Primary Objective ◽  
Medium Effect ◽  
Future Research ◽  
Data Synthesis ◽  
Individual Domain ◽  
The Relationship

Abstract Objective The primary objective of this review is to expand upon a previous meta-analysis that found small to medium effect sizes (ES) for mindfulness-based interventions (MBIs) on cognitive control of adults. In addition to cognitive control, we examined other aspects of complex visual attention and whether duration or intervention type moderates the relationship between MBIs and cognitive performance. Data Selection Three databases were searched for studies from 2000–2020, yielding 82 initial articles. After systematic filtering of peer-reviewed, pretest-posttest designs, ES from 17 studies were retained. Data Synthesis The average ES across all studies was small (Hedge’s g = 0.23; SE = .05; CI [.13, 0.32]). By individual domain, ES were small to medium for inhibition (Hedge’s g = 0.31; SE = .09; CI [0.14, 0.48]) and sustained attention (Hedge’s g = 0.40; SE = .09; CI [0.21, 0.58]), but negligible for set-shifting (Hedge’s g = −0.0009; SE = .11; CI [−0.22, 0.20]) and weak for complex processing speed (Hedge’s g = 0.14; SE = .09; CI [−0.23, 0.32]). Moderator analyses revealed that interventions utilizing mindfulness-based cognitive training (MBCT) had significantly higher ES (Hedges g = 0.82; SE = 0.19; CI [0.44, 1.19] than other interventions. However, intervention duration did not explain variability in ES. Conclusion This meta-analysis confirmed previous research that MBIs have small to medium ES for complex visual attention/cognitive control, but only for inhibition and sustained attention. Across trainings, MBCT was the most effective in improving cognitive functioning. Future research should explore critical facets of MBCT and neurophysiological correlates of improvement.

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