The Relationship Between Self-Silencing and Depression: A Meta-Analysis

2021 ◽  
Vol 40 (4) ◽  
pp. 333-358
Author(s):  
Sebastian Pintea ◽  
Andreea Gatea
Keyword(s):  
Meta Analysis ◽  
Effect Sizes ◽  
Level Of Education ◽  
Highly Educated ◽  
Divided Self ◽  
Unpublished Studies ◽  
Positive Correlations ◽  
The Relationship ◽  
Medium Correlation ◽  
Over Time

Introduction: Over time, several studies have provided knowledge about the relationship between self-silencing and depression. However, even if there is a tendency to obtain positive correlations, results ranging from null to large effects are rather variable, and until now no meta-analysis exists of these results, to our knowledge. Under these circumstances, the purpose of the present study is to quantitatively integrate existing results refecting the relationship between self-silencing and depression and to explore potential moderators of this relationship, in regards to conceptual aspects and characteristics of the samples. Methods: Our meta-analysis incorporates 31 published and 11 unpublished studies (with a total of 10,108 participants and 131 effect sizes), written in English, which statistically quantify the link between self-silencing and depression. For the analysis of the overall effect, specific meta-analytical procedures were used for heterogeneity, publication bias, and potential moderators. Results: There is an overall significant positive and medium correlation between self-silencing and depression (r = 0.391, p < 0.001). The heterogeneity of the results is partially explained by components of self-silencing, measured in each study and certain features of the samples such as age, sexual orientation, and level of education. Discussion: For researchers on this topic, our results offer a more precise input for computing sample sizes and also generate expectations of results as a function of specific methodological features. For practitioners, our results suggest the importance of approaching components of self-silence in counseling and therapy (with increased attention towards the externalized self-perception and the divided self) as mechanisms in depression (especially for younger and highly educated clients, and for non-heterosexuals).

scholarly journals Specificity of Future Thinking in Depression: A Meta-Analysis

2018 ◽  
Author(s):  
Beau Gamble ◽  
David Moreau ◽  
Lynette J. Tippett ◽  
Donna Rose Addis
Keyword(s):  
Random Effects ◽  
Meta Analysis ◽  
Emotional Valence ◽  
Effect Sizes ◽  
Current Evidence ◽  
Future Research ◽  
Future Thinking ◽  
Moderator Variables ◽  
Search Terms ◽  
The Relationship

Reduced specificity of autobiographical memory has been well established in depression, but whether this ‘overgenerality’ extends to future thinking has not been the focus of a meta-analysis. Following a preregistered protocol, we searched six electronic databases, Google Scholar, personal libraries, and contacted authors in the field for studies matching search terms related to depression, future thinking, and specificity. We reduced an initial 7,332 results to 46 included studies, with 89 effect sizes and 4,813 total participants. Random effects meta-analytic modelling revealed a small but robust correlation between reduced future specificity and higher levels of depression (r = .13, p &lt; .001). Of the 11 moderator variables examined, the most striking effects related to the emotional valence of future thinking (p &lt; .001) and the sex of participants (p = .025). Namely, depression was linked to reduced specificity for positive (but not negative or neutral) future thinking, and the relationship was stronger in samples with a higher proportion of males. This meta-analysis contributes to our understanding of how prospection is altered in depression and dysphoria and, by revealing areas where current evidence is inconclusive, highlights key avenues for future research.

scholarly journals Disentangling ADHD's Presentation-Related Decision-Making—A Meta-Analytic Approach on Predominant Presentations

2021 ◽  
Vol 12 ◽  
Author(s):  
Marcel Schulze ◽  
David Coghill ◽  
Silke Lux ◽  
Alexandra Philipsen
Keyword(s):  
Decision Making ◽  
Attention Deficit Hyperactivity Disorder ◽  
Reinforcement Learning ◽  
Risk Taking ◽  
Attention Deficit ◽  
Meta Analysis ◽  
Analytic Approach ◽  
Effect Sizes ◽  
Hyperactivity Disorder ◽  
The Relationship

Background: Deficient decision-making (DM) in attention deficit/hyperactivity disorder (ADHD) is marked by altered reward sensitivity, higher risk taking, and aberrant reinforcement learning. Previous meta-analysis aggregate findings for the ADHD combined presentation (ADHD-C) mostly, while the ADHD predominantly inattentive presentation (ADHD-I) and the predominantly hyperactive/impulsive presentation (ADHD-H) were not disentangled. The objectives of the current meta-analysis were to aggregate findings from DM for each presentation separately.Methods: A comprehensive literature search of the PubMed (Medline) and Web of Science Database took place using the keywords “ADHD,” “attention-deficit/hyperactivity disorder,” “decision-making,” “risk-taking,” “reinforcement learning,” and “risky.” Random-effects models based on correlational effect-sizes were conducted. Heterogeneity analysis and sensitivity/outlier analysis were performed, and publication biases were assessed with funnel-plots and the egger intercept.Results: Of 1,240 candidate articles, seven fulfilled criteria for analysis of ADHD-C (N = 193), seven for ADHD-I (N = 256), and eight for ADHD-H (N = 231). Moderate effect-size were found for ADHD-C (r = 0.34; p = 0.0001; 95% CI = [0.19, 0.49]). Small effect-sizes were found for ADHD-I (r = 0.09; p = 0.0001; 95% CI = [0.008, 0.25]) and for ADHD-H (r = 0.1; p = 0.0001; 95% CI = [−0.012, 0.32]). Heterogeneity was moderate for ADHD-H. Sensitivity analyses show robustness of the analysis, and no outliers were detected. No publication bias was evident.Conclusion: This is the first study that uses a meta-analytic approach to investigate the relationship between the different presentations of ADHD separately. These findings provide first evidence of lesser pronounced impairment in DM for ADHD-I and ADHD-I compared to ADHD-C. While the exact factors remain elusive, the current study can be considered as a starting point to reveal the relationship of ADHD presentations and DM more detailed.

scholarly journals Ambivalent sexism and violence toward women: A meta-analysis

2021 ◽  
Author(s):  
Elena Agadullina ◽  
Andrey Lovakov ◽  
Olga Gulevich ◽  
Maryana Balezina
Keyword(s):  
Physical Violence ◽  
Meta Analysis ◽  
Violent Behavior ◽  
Ambivalent Sexism ◽  
Benevolent Sexism ◽  
Effect Sizes ◽  
Hostile Sexism ◽  
Sample Type ◽  
Attitudes Toward Violence ◽  
The Relationship

We analyzed 498 effect sizes about the relationship between ambivalent sexism and attitudes toward male-to-female violence, and 133 effect sizes about the relationship between ambivalent sexism and violent behavior. The results showed that hostile sexism is more strongly associated with both attitudes toward violence (r = .517) and violent behavior (r = .250) than benevolent sexism is (r = .328 and r = .049, respectively). The type of violence and the target of violence are the significant moderators for hostile sexism: the smallest effect size was observed for attitudes toward physical violence and the weaker correlation between hostile sexism and violent behavior was where an intimate partner was involved. Our findings revealed that gender and sample type were not significant moderators while the higher the level of equality in the country where the study was conducted, the higher the correlation between benevolent sexism and attitudes toward violence.

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.

The Relation between Methods of Graphing Student Performance Data and Achievement: A Meta-Analysis

1986 ◽  
Vol 8 (3) ◽  
pp. 5-13 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs
Keyword(s):  
Student Performance ◽  
Analysis Of Variance ◽  
Meta Analysis ◽  
Performance Data ◽  
Effect Sizes ◽  
Education Practice ◽  
Equal Interval ◽  
Data Source ◽  
Student Performance Data ◽  
Over Time

This meta-analysis investigated the effects on achievement of type of graphing paper employed in displaying student performance data collected over time. The data source was 15 controlled studies with 16 effect sizes. The average weighted unbiased effect sizes for 6-cycle and equal interval paper, respectively, were .53 and .46. Hedges's analogue to analysis of variance indicated this difference was not statistically reliable. Implications for special education practice are discussed.

Are effect sizes in s elf‐efficacy field changing over time? A m eta–meta analysis

2020 ◽  
Author(s):  
Xinian Jiao ◽  
Xiyan Yu ◽  
Shuyuan Wang ◽  
Zishan Wang ◽  
Zhun Gong
Keyword(s):  
Meta Analysis ◽  
Effect Sizes ◽  
Over Time

scholarly journals Specificity of Future Thinking in Depression: A Meta-Analysis

2019 ◽  
Vol 14 (5) ◽  
pp. 816-834 ◽  
Author(s):  
Beau Gamble ◽  
David Moreau ◽  
Lynette J. Tippett ◽  
Donna Rose Addis
Keyword(s):  
Random Effects ◽  
Meta Analysis ◽  
Emotional Valence ◽  
Effect Sizes ◽  
Current Evidence ◽  
Future Research ◽  
Future Thinking ◽  
Moderator Variables ◽  
Search Terms ◽  
The Relationship

Reduced specificity of autobiographical memory has been well established in depression, but whether this overgenerality extends to future thinking has not been the focus of a meta-analysis. Following a preregistered protocol, we searched six electronic databases, Google Scholar, and personal libraries and contacted authors in the field for studies matching search terms related to depression, future thinking, and specificity. We reduced an initial 7,332 results to 46 included studies, with 89 effect sizes and 4,813 total participants. Random-effects meta-analytic modeling revealed a small but robust correlation between reduced future specificity and higher levels of depression ( r = −.13, p < .001). Of the 11 moderator variables examined, the most striking effects were related to the emotional valence of future thinking ( p < .001) and the sex of participants ( p = .025). Namely, depression was linked to reduced specificity for positive (but not negative or neutral) future thinking, and the relationship was stronger in samples with a higher proportion of males. This meta-analysis contributes to our understanding of how prospection is altered in depression and dysphoria and, by revealing areas where current evidence is inconclusive, highlights key avenues for future research.

The Relationship between Physical Activity and Cognition in Children: A Meta-Analysis

2003 ◽  
Vol 15 (3) ◽  
pp. 243-256 ◽  
Author(s):  
Benjamin A. Sibley ◽  
Jennifer L. Etnier
Keyword(s):  
Physical Activity ◽  
Cognitive Assessment ◽  
Meta Analysis ◽  
Assessment Method ◽  
Effect Sizes ◽  
Inclusion Criteria ◽  
Moderator Variables ◽  
Method Effect ◽  
The Relationship ◽  
Significant Moderator

The purpose of this study was to quantitatively combine and examine the results of studies pertaining to physical activity and cognition in children. Studies meeting the inclusion criteria were coded based on design and descriptive characteristics, subject characteristics, activity characteristics, and cognitive assessment method. Effect sizes (ESs) were calculated for each study and an overall ES and average ESs relative to moderator variables were then calculated. ESs (n = 125) from 44 studies were included in the analysis. The overall ES was 0.32 (SD = 0.27), which was significantly different from zero. Significant moderator variables included publication status, subject age, and type of cognitive assessment. As a result of this statistical review of the literature, it is concluded that there is a significant positive relationship between physical activity and cognitive functioning in children.

A Meta-Analysis of the Efficacy of Different Types of Parental Involvement Programs for Urban Students

2012 ◽  
Vol 47 (4) ◽  
pp. 706-742 ◽  
Author(s):  
William Jeynes
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Secondary School ◽  
Secondary School Students ◽  
Meta Analysis ◽  
Effect Sizes ◽  
School Students ◽  
12Th Grade ◽  
Different Types ◽  
The Relationship

This meta-analysis of 51 studies examines the relationship between various kinds of parental involvement programs and the academic achievement of pre-kindergarten-12th-grade school children. Analyses determined the effect sizes for various parental involvement programs overall and subcategories of involvement. Results indicate a significant relationship between parental involvement programs overall and academic achievement, both for younger (preelementary and elementary school) and older (secondary school) students as well as for four types of parental involvement programs. Parental involvement programs, as a whole, were associated with higher academic achievement by .3 of a standard deviation unit. The significance of these results is discussed.

scholarly journals The Relationship Between Attitude Toward Science and Academic Achievement in Science: A Three-Level Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Peipei Mao ◽  
Zhihui Cai ◽  
Jinbo He ◽  
Xinjie Chen ◽  
Xitao Fan
Keyword(s):  
Academic Achievement ◽  
Science Achievement ◽  
Meta Analysis ◽  
Research Literature ◽  
Effect Sizes ◽  
Future Research ◽  
School Students ◽  
Societal Relevance ◽  
The Relationship ◽  
Attitude Toward Science

Science education is attracting increasing attention and many researchers focus on the issue about the attitude-achievement relationship in science, but there is still no consistent conclusion. By using a three-level meta-analytic approach, the aim of the current study was to investigate the relationship between attitude toward science and academic achievement in learning science among primary and secondary school students, and to explore if some study characteristics could have contributed to the inconsistent findings with regard to this relationship as observed in the research literature. A total of 37 studies with 132 effect sizes involving a total of 1,042,537 participants were identified. The meta-analytic results revealed that there was an overall positive and moderate relationship between attitude toward science and learning achievement in science (r = 0.248, p &lt; 0.001). The results further found that this association was moderated by the type of attitude and larger effect sizes were shown in self-efficacy than in interest, societal relevance of attitude toward science, and mixed attitude. Moreover, the effect sizes of studies with unstandardized measure to assess science achievement were larger than those with standardized measure. Possible explanations for these findings and its implications for future research directions were also discussed in this review.

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