A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students

2020 ◽  
Vol 90 (3) ◽  
pp. 420-456 ◽  
Author(s):  
Jessica R. Toste ◽  
Lisa Didion ◽  
Peng Peng ◽  
Marissa J. Filderman ◽  
Amanda M. McClelland
Keyword(s):  
Reading Achievement ◽  
Meta Analysis ◽  
Reading Performance ◽  
Sample Type ◽  
Active Engagement ◽  
12Th Grade ◽  
Analytic Review ◽  
Comprehensive Search ◽  
K 12 ◽  
Published Research

The purpose of this meta-analytic review was to investigate the relation between motivation and reading achievement among students in kindergarten through 12th grade. A comprehensive search of peer-reviewed published research resulted in 132 articles with 185 independent samples and 1,154 reported effect sizes (Pearson’s r). Results of our random-effects metaregression model indicate a significant, moderate relation between motivation and reading, r = .22, p < .001. Moderation analyses revealed that the motivation construct being measured influenced the relation between motivation and reading. There were no other significant moderating or interaction effects related to reading domain, sample type, or grade level. Evidence to support the bidirectional nature of the relation between motivation and reading was provided through longitudinal analyses, with findings suggesting that earlier reading is a stronger predictor of later motivation than motivation is of reading. Taken together, the findings from this meta-analysis provide a better understanding of how motivational processes relate to reading performance, which has important implications for developing effective instructional practices and fostering students’ active engagement in reading. Theoretical and practical implications of these findings for reading development are discussed.

Data Literacy Training for K–12 Teachers: A Meta-Analysis of the Effects on Teacher Outcomes

2021 ◽  
pp. 074193252110542
Author(s):  
Marissa J. Filderman ◽  
Jessica R. Toste ◽  
Lisa Didion ◽  
Peng Peng
Keyword(s):  
Meta Analysis ◽  
Future Research ◽  
Data Literacy ◽  
Positive Effects ◽  
12Th Grade ◽  
Literacy Training ◽  
Training Format ◽  
Comprehensive Search ◽  
Instructional Decision ◽  
K 12

This meta-analysis explores training teachers in the use of data, defined as any quantifiable information that helps teachers know more about their students for instructional decision-making. The questions addressed are as follows: (a) What are the features of data literacy training for kindergarten through 12th-grade teachers? (b) What are the effects of data literacy training on kindergarten through 12th-grade teacher outcomes? and (c) Do training characteristics moderate the effects of training? A comprehensive search of research conducted between 1975 and 2019 yielded 33 studies with 163 effect sizes that met inclusion criteria. Using a random effects model, findings demonstrated significant positive effects on knowledge and skills, g = .67, 95% confidence interval (CI) = [0.40, 0.93], and beliefs, g = .48, 95% CI = [0.17, 0.79]. A collaborative training format significantly and positively moderated effects. Implications for teacher trainings and the design of future research are discussed.

A meta-analysis of self-monitoring on reading performance of K–12 students.

2018 ◽  
Vol 33 (1) ◽  
pp. 160-168 ◽  
Author(s):  
Guadalupe Guzman ◽  
Taryn S. Goldberg ◽  
H. Lee Swanson
Keyword(s):  
Meta Analysis ◽  
Reading Performance ◽  
Self Monitoring ◽  
K 12

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.

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.

A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students With Reading Difficulties

2019 ◽  
pp. 074193251985505
Author(s):  
Leah M. Zimmermann ◽  
Deborah K. Reed ◽  
Ariel M. Aloe
Keyword(s):  
Reading Fluency ◽  
Meta Analysis ◽  
Repeated Reading ◽  
Reading Difficulties ◽  
Weighted Average ◽  
Inclusion Criteria ◽  
Robust Variance ◽  
Analytic Review ◽  
Fluency Instruction ◽  
K 12

This meta-analytic review investigated non-repetitive reading fluency interventions for K-12 students with reading difficulties. Eight studies met inclusion criteria. The approaches were distinguished by their intervention structures; student groupings; and text difficulty, length, and genre. The overall multivariate weighted average standardized mean difference with robust variance yielded an improvement of less than 0.2 SD ( d = 0.176) for non-repetitive reading fluency interventions, but results were positive and statistically significant. The moderator analysis revealed that the effect on comprehension outcomes ( d = 0.239) was slightly larger than fluency outcomes ( d = 0.105), but differences between the magnitude of the two outcomes were not statistically significant. Moreover, there was no indication of concern for publication bias. Studies comparing repeated reading and non-repetitive reading fluency interventions produced reading outcomes similar in magnitude, with no significant differences. Results indicated that non-repetitive reading fluency instruction may be a feasible approach for students with reading difficulties.

College Grade Point Average as a Predictor of Adult Success: A Meta-Analytic Review and Some Additional Evidence

1989 ◽  
Vol 18 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Robert D. Bretz
Keyword(s):  
Grade Point Average ◽  
Additional Data ◽  
Meta Analysis ◽  
Human Information Processing ◽  
Data Set ◽  
Grade Point ◽  
Significant Relationships ◽  
Future Success ◽  
Analytic Review ◽  
Published Research

The use of college grade point average (GPA) as a predictor of adult achievement has been debated. Prior reviews of this literature have relied on qualitative analysis to determine the usefulness of GPA in predicting future success. Since qualitative reviews are subject to our human information processing limitations, they often fail to provide definitive conclusions. This research uses meta-analytic techniques to review a substantial subset of the published research on this topic. The results generated are mixed. The overall analysis suggests that no relationship exists while subgroup analyses of success in business and success in teaching suggest that significant relationships do exist. Empirical analysis of an additional data set generally supports the finding of the meta-analysis. Three barely significant relationships are found. Based on the relative weakness of these relationships and confidence in the overall meta-analytic results, it is suggested that if a relationship does exist between GPA and job success it is tenuous at best. Since other more significant predictors of success are available, the use of GPA in this capacity is not recommended.

Rumination, Suicidal Ideation, and Suicide Attempts: A Meta-Analytic Review

2017 ◽  
Vol 21 (2) ◽  
pp. 132-142 ◽  
Author(s):  
Megan L. Rogers ◽  
Thomas E. Joiner
Keyword(s):  
Suicidal Ideation ◽  
Suicide Attempts ◽  
Meta Analysis ◽  
Future Research ◽  
Cross Sectional ◽  
Analytic Review ◽  
G 38 ◽  
K 13 ◽  
Future Research Directions ◽  
K 12

Rumination has been implicated as a risk factor for suicidal ideation and attempts, yet the literature to date has not been synthesized. We conducted a meta-analysis of the association between rumination and both suicidal ideation and attempts to consolidate the existing literature ( k = 29). Results indicated that the relationships between global rumination ( k = 13; Hedge's g = .74, p < .001, 95% CI [.45, 1.04]), brooding ( k = 12; Hedge's g = .63, p < .001, 95% CI [.35, .90]), and reflection ( k = 12; Hedge's g = .38, p = .002, 95% CI [.10, .65]) with suicidal ideation were significant. Associations between global rumination ( k = 3; Hedge's g = .26, p < .001, 95% CI [.08, .44]) and brooding ( k = 4; Hedge's g = .47, p = .004, 95% CI [.02, .91]) and suicide attempts were significant, but reflection ( k = 4; Hedge's g = .09, p = .646, 95% CI [−.54, .72]) was unrelated. However, given the limited studies included in suicide attempt analyses—and the exclusive use of cross-sectional designs and heterogeneity with regard to samples and measures—these parameters should be taken with caution. Generally, age, gender, race/ethnicity, and year of publication were not moderators, and there was little evidence for publication bias across effects, with the exception of the effect of global rumination on suicidal ideation. Several future research directions 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.

The Efficacy and Safety of Bisphosphonates for Osteoporosis in Women Older Than 65 Years: A Meta-Analysis

2020 ◽  
Vol 26 (32) ◽  
pp. 4022-4030
Author(s):  
Qin Fan ◽  
Junjie Wang
Keyword(s):  
Hip Fracture ◽  
Bone Turnover Marker ◽  
Mass Density ◽  
Meta Analysis ◽  
Bone Mass Density ◽  
Fracture Rate ◽  
Gastrointestinal Adverse Event ◽  
Efficacy And Safety ◽  
Lateral Spine ◽  
Comprehensive Search

Background: Osteoporosis presents a major threat to the health of women older than 65 years. Bisphosphonates (BPs) are now the principal class of medications for osteoporosis. Objective: To evaluate the efficacy and safety of BPs in women older than 65 years. Methods: A comprehensive search in the PubMed, EMBASE, Web of Science and Cochrane Central databases was undertaken for randomized controlled trials (RCTs) on the efficacy and safety of BPs in women older than 65 years. The primary outcome measures were the change in bone mass density (BMD), serum bone turnover marker levels, fracture rate and the adverse effect (AE) rate. The final search was performed in August 2019. Results: Seven RCTs were included. A total of 23287 patients met the inclusion criteria. BPs significantly increased the BMD of the posteroanterior (PA) spine, lateral spine and femoral neck, and reduced the fracture, vertebrate fracture and hip fracture rates in women older than 65 years. In addition, BPs increased the risks for pyrexia, myalgia, arthralgia, headache and influenza-like symptoms and had no statistical effect on any AEs, any serious AEs, discontinuation due to AEs, oesophagitis, any upper gastrointestinal adverse event, atrial fibrillation and myocardial infarction occurrence in women older than 65 years. Finally, intravenous BPs reduced hip fracture risk but increased AEs in women older than 65 years. Conclusion: Despite the fact that AEs significantly increased after drug delivery, BPs are highly effective and safe for managing osteoporosis in women older than 65 years. Zoledronic acid caused an increased rate of AEs in women older than 65 years, but these AEs seemed to be mild to moderate. In addition, the hip fracture rate in women older than 80 years old treated with BPs was different than that in the other included patients. Therefore, doctors may prescribe BPs for women older than 65 years in order to increase BMD, and AEs and hip fractures in women older than 80 years should be given attention.

Team Learning Behaviors and Performance: A Meta-Analysis of Direct Effects and Moderators

2021 ◽  
pp. 105960112110169
Author(s):  
Christopher W. Wiese ◽  
C. Shawn Burke ◽  
Yichen Tang ◽  
Claudia Hernandez ◽  
Ryan Howell
Keyword(s):  
Team Performance ◽  
Team Learning ◽  
Task Complexity ◽  
Meta Analysis ◽  
Sample Type ◽  
Learning Behaviors ◽  
Learning Teams ◽  
And Performance ◽  
The Relationship ◽  
Team Familiarity

Under what conditions do team learning behaviors best predict team performance? The current meta-analytic efforts synthesize results from 113 effect sizes and 7758 teams to investigate how different conceptualizations (fundamental, intrateam, and interteam), team characteristics (team size and team familiarity), task characteristics (interdependence, complexity, and type), and methodological characteristics (students vs. nonstudents and measurement choice) affect the relationship between team learning behaviors and team performance. Our results suggest that while different conceptualizations of team learning behaviors independently predict performance, only intrateam learning behaviors uniquely predict performance. A more in-depth investigation into the moderating conditions contradicts the familiar adage of “it depends.” The strength of the relationship between intrateam learning behaviors and team performance did not depend on team familiarity, task complexity, or sample type. However, our results suggested this relationship was stronger in larger teams, teams with moderate task interdependence, teams performing project/action tasks, and studies that use measures that capture a wider breadth of the team learning behavior construct space. These efforts suggest that common boundary conditions do not moderate this relationship. Scholars can leverage these results to develop more comprehensive theories addressing the different conceptualizations of team learning behaviors as well as providing clarity on the scenarios where team learning behaviors are most needed. Further, practitioners can use our results to develop more guided team-based policies that can overcome some of the challenges of forming and developing learning teams.

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