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.

Age and Birth Cohort Differences in Self-Esteem: A Cross-Temporal Meta-Analysis

2001 ◽  
Vol 5 (4) ◽  
pp. 321-344 ◽  
Author(s):  
Jean M. Twenge ◽  
W. Keith Campbell
Keyword(s):  
Age Differences ◽  
Social Acceptance ◽  
Meta Analysis ◽  
Divorce Rate ◽  
Self Esteem ◽  
Cohort Differences ◽  
Analytic Review ◽  
Self Worth ◽  
Social Statistics ◽  
Over Time

A meta-analytic review finds that college students' self-esteem increased substantially between 1968 and 1994 when measured using the Rosenberg Self-Esteem Scale (RSE). Children's scores on the Coopersmith Self-Esteem Inventory (SEI) show a curvilinear pattern over time, decreasing from 1965 to 1979 and increasing from 1980 to 1993. Children's SEI scores are directly correlated with social statistics (e.g., divorce rate, unemployment) for the corresponding years. Analyses for age differences find that SEI scores decrease slightly during the transition from elementary school to junior high and then rise progressively through high school and college. RSE scores increase steadily with age. Results are discussed in terms of the antecedents of self-esteem, including social acceptance, competencies, and the culture of self-worth.

scholarly journals Has Stereotype Threat Dissipated Over Time? A Cross-Temporal Meta-Analysis

2019 ◽  
Author(s):  
Neil Anthony Lewis ◽  
Nicholas Michael Michalak
Keyword(s):  
Stereotype Threat ◽  
Meta Analysis ◽  
White Men ◽  
Social Psychological ◽  
Analytic Review ◽  
The Social ◽  
Psychological Threat ◽  
Women In Mathematics ◽  
Racial Ethnic ◽  
Over Time

Stereotype threat – the social psychological threat that arises when one is in a situation or doing something for which a negative stereotype about one’s group applies (Steele, 1997) – has been broadly studied throughout the social sciences over the past two decades (for reviews, see Lewis & Sekaquaptewa, 2016; Steele, 2010). It is a theory that is purported to explain variance in disparities between those who are negatively stereotyped in certain domains (e.g. racial-ethnic minorities in academics, women in mathematics) and those who are not (e.g. White men in academics; Steele, 2010). Studies on stereotype threat have been conducted hundreds of times, and have yielded mixed findings. Early studies tended to yield positive findings (for meta-analytic review, see Nguyen & Ryan, 2008) whereas more recent reanalysis (Zigerell, 2017) and replication attempts (e.g., Finnigan & Corker, 2016) have failed to replicate findings. These conflicting accounts call into question the robustness of the paradigm, and raise two possibilities in our minds: either the strength of the evidence was weak to begin with, or something has changed over time to reduce the likelihood of finding stereotype threat effects. We test these possibilities in a pre-registered cross-temporal meta-analysis using multiple meta-analytic techniques.

A Meta-Analysis of Adventure Therapy Outcomes and Moderators

2013 ◽  
Vol 6 (1) ◽  
pp. 28-53 ◽  
Author(s):  
Daniel J. Bowen ◽  
James T. Neill
Keyword(s):  
Effect Size ◽  
Meta Analysis ◽  
Adventure Therapy ◽  
Therapy Outcomes ◽  
Short Term ◽  
Analytic Review ◽  
Comparison Groups ◽  
The 1960S ◽  
Therapy Studies

This study reports on a meta-analytic review of 197 studies of adventure therapy participant outcomes (2,908 effect sizes, 206 unique samples). The short-term effect size for adventure therapy was moderate (g = .47) and larger than for alternative (.14) and no treatment (.08) comparison groups. There was little change during the lead-up (.09) and follow- up periods (.03) for adventure therapy, indicating long-term maintenance of the short-term gains. The short-term adventure therapy outcomes were significant for seven out of the eight outcome categories, with the strongest effects for clinical and self-concept measures, and the smallest effects for spirituality/morality. The only significant moderator of outcomes was a positive relationship with participant age. There was also evidence that adventure therapy studies have reported larger effects over time since the 1960s. Publication bias analyses indicated that the study may slightly underestimate true effects. Overall, the findings provide the most robust meta-analysis of the effects of adventure therapy to date. Thus, an effect size of approximately .5 is suggested as a benchmark for adventure therapy programs, although this should be adjusted according to the age group.

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.

Computerized Neurocognitive Testing within 1 Week of Sport-Related Concussion: Meta-analytic Review and Analysis of Moderating Factors

2014 ◽  
Vol 20 (3) ◽  
pp. 324-332 ◽  
Author(s):  
Anthony P. Kontos ◽  
Rock Braithwaite ◽  
Scott Dakan ◽  
R.J. Elbin
Keyword(s):  
Effect Size ◽  
Visual Memory ◽  
Cognitive Task ◽  
Meta Analysis ◽  
Neurocognitive Performance ◽  
Negative Effects ◽  
Post Injury ◽  
Analytic Review ◽  
Subgroup Analyses ◽  
Negative Effect

AbstractThe purpose of this study is to perform a meta-analysis assessing the effects of sport-related concussion as measured by computerized neurocognitive tests (NCT) 1-week post injury. Thirty-seven studies involving 3960 participants between 2000 and 2011 were included. Hedge'sgprovides an adjusted effect size for smaller sample sizes and was calculated for overall and cognitive task effects, and subgroup analyses were conducted for age, type of NCT, and sport. Concussions had a low negative effect (g= −0.16;p< .001) across all groups, outcomes, and time points. Code substitution (g= −0.27;p< .05), visual memory (g= −0.25;p< .05), processing speed (g= −0.18;p< .05), and memory (g= −0.21;p< .05) tasks demonstrated negative effects for concussion. Younger adolescents had lower (g= −0.29;p< .05) NCT performance than older adolescents (g= −0.01) and college aged athletes (g= −0.11). ImPACT studies (g= −0.19;p< .05) demonstrated a negative effect for concussion as did those involving contact sports (g= −0.20;p< .05). A low to moderate overall effect size of concussion on neurocognitive performance was supported. Subgroup analyses revealed different effect sizes for specific cognitive tasks, types of NCTs, age, and type of sport. (JINS, 2014,20, 1–9)

Revisiting the Knowledge Gap Hypothesis: A Meta-Analysis of Thirty-Five Years of Research

2009 ◽  
Vol 86 (3) ◽  
pp. 513-532 ◽  
Author(s):  
Yoori Hwang ◽  
Se-Hoon Jeong
Keyword(s):  
Study Design ◽  
Effect Size ◽  
Sampling Method ◽  
Meta Analysis ◽  
Health Science ◽  
Knowledge Gap ◽  
Average Effect ◽  
Level Of Knowledge ◽  
International Issues ◽  
Over Time

This knowledge gap meta-analysis examines (a) average effect size of the gap, (b) impact of media publicity, and (c) moderators of the gap. Positive correlation between education and level of knowledge ( r = .28) was found, with no differences in the size of the gap (a) over time and (b) between issues of higher and lower publicity. However, gap magnitude was moderated by topic, setting, knowledge measure, and study design, but not by publication status, country, and sampling method. Relatively smaller gaps were found for (a) health-science topics compared to social-political topics and (b) local/personal issues compared to international issues.

The Foot-in-the-Door Phenomenon 40 and 50 Years Later: A Direct Replication of the Original Freedman and Fraser Study in Poland and in Ukraine

2019 ◽  
Vol 123 (6) ◽  
pp. 2582-2596
Author(s):  
Malgorzata Gamian-Wilk ◽  
Dariusz Dolinski
Keyword(s):  
Effect Size ◽  
Ecological Validity ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Time Intervals ◽  
Over Time

Since the original Freedman and Fraser studies were published, a great amount of research using the foot-in-the-door tactic has revealed its effectiveness. Nevertheless, the effect sizes reported in meta-analysis studies tend to be low and the effect size obtained by Freedman and Fraser in their studies has never been obtained again. We conducted a direct replication of the original foot-in-the-door experiment in two time intervals and in two countries. The results indicate a drop of compliance over time. The results reveal that, while in 2003 the foot-in-the-door strategy was effective in Ukraine and ineffective in Poland, in 2013, the effect was insignificant in both Ukraine and Poland. The results are explained by high ecological validity of the foot-in-the-door procedure.

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.

Effects of Weapons on Aggressive Thoughts, Angry Feelings, Hostile Appraisals, and Aggressive Behavior: A Meta-Analytic Review of the Weapons Effect Literature

2017 ◽  
Vol 22 (4) ◽  
pp. 347-377 ◽  
Author(s):  
Arlin J. Benjamin ◽  
Sven Kepes ◽  
Brad J. Bushman
Keyword(s):  
Sensitivity Analysis ◽  
Aggressive Behavior ◽  
Publication Bias ◽  
Effect Size ◽  
Meta Analysis ◽  
General Aggression Model ◽  
Analytic Review ◽  
Mere Presence ◽  
Size Estimates ◽  
Effect Literature

A landmark 1967 study showed that simply seeing a gun can increase aggression—called the “weapons effect.” Since 1967, many other studies have attempted to replicate and explain the weapons effect. This meta-analysis integrates the findings of weapons effect studies conducted from 1967 to 2017 and uses the General Aggression Model (GAM) to explain the weapons effect. It includes 151 effect-size estimates from 78 independent studies involving 7,668 participants. As predicted by the GAM, our naïve meta-analytic results indicate that the mere presence of weapons increased aggressive thoughts, hostile appraisals, and aggression, suggesting a cognitive route from weapons to aggression. Weapons did not significantly increase angry feelings. Yet, a comprehensive sensitivity analysis indicated that not all naïve mean estimates were robust to the presence of publication bias. In general, these results suggest that the published literature tends to overestimate the weapons effect for some outcomes and moderators.

scholarly journals Shame and self-esteem: A meta-analysis

2021 ◽  
Vol 17 (2) ◽  
pp. 131-145
Author(s):  
Yohanes Budiarto ◽  
Avin Fadilla Helmi
Keyword(s):  
Effect Size ◽  
Psychological Functioning ◽  
Clinical Sample ◽  
Meta Analysis ◽  
Self Esteem ◽  
Large Effect Size ◽  
Research Findings ◽  
Sample Characteristics ◽  
To Come ◽  
The Relationship

Scholars agree that shame has many effects related to psychological functioning declines, and one among others is the fluctuation of self-esteem. However, the association between shame and self-esteem requires further studies. Heterogeneity studies due to different measurements, various sample characteristics, and potential missing research findings may result in uncertain conclusions. This study aimed to explore the relationship between shame and self-esteem by meta-analysis to come up with evidence of heterogeneity and publication bias of the study. Eighteen studies from the initial 235 articles involving the term shame and self-esteem were studied using the random-effects model. A total of 578 samples were included in the study. The overall effect size estimate between shame and self-esteem (r = −.64) indicates that shame correlates negatively with self-esteem and is large effect size. The result showed that heterogeneity study was found (I² = 95.093%). The Meta-regression showed that age moderated the relationship between shame and self-esteem (p = .002), while clinical sample characteristics (p = .232) and study quality (p = .184) did not affect the overall effect size.

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